Ann Sevi Ak Tout Entelijans Elev Ayisyen Yo: Yon Seri leson matematik ak syans pou elev edikasyon jeneral ak elev edikasyon espesyal (4em-8em ane) = Tapping into Haitian Students' Multiple Intelligences: A Collection of Mathematics and Science Lessons for General and Special Education Students (Grades 4-8).

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education.

The materials consist of five mathematics and five science lessons for Haitian bilingual students in general and special education in grades 4-8. A thematic/interdisciplinary approach was used in designing the lesson, incorporating theory of multiple intelligences, Bloom's taxonomy of educational objectives, and other learning theories. The…

Thematic Roles, Markedness Alignment and Processing Complexity

ERIC Educational Resources Information Center

Lee, Yoonhyoung; Kwon, Youan; Gordon, Peter C.

2015-01-01

Two experiments used eye-tracking during reading to investigate the role of the consistency of the relative markedness alignment of noun phrases (NPs) in the processing of complex sentences in Korean. To do so, the animacy of the first NP was varied in both experiments to manipulate the relative markedness of NPs. In addition, case markings of the…

Challenge Activities for the Physical Education Classroom: Affective Learning Outcomes

ERIC Educational Resources Information Center

McKenzie, Emily; Symonds, Matthew L.; Fink, Kevin; Tapps, Tyler

2017-01-01

The purpose of this article is to share three challenge-based lesson plans that can be implemented by physical educators in their classroom. Each of the lesson examples addresses the three learning domains: psychomotor, cognitive and affective. Additionally, each lesson is aligned with SHAPE America's National Standards for K-12 Physical…

Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs

ERIC Educational Resources Information Center

Chizhik, Estella Williams; Chizhik, Alexander Williams

2018-01-01

How is lesson planning useful? This research study used Cultural Historical Activity Theory and intersubjectivity to answer this questions. This research explored to what extent teacher candidates' lesson plans (i.e., alignment among objectives, assessment, and instruction), and analyses of assessment data mediate their thinking about students'…

Personologic alignment and the treatment of posttraumatic distress.

PubMed

Everly, G

2001-01-01

The therapeutic alliance is generally considered the sine qua non of successful psychotherapy. Yet, establishing the therapeutic alliance with patients suffering from syndromes of posttraumatic distress (including posttraumatic stress disorder) represents an unusual challenge. This paper describes the use of a personality-based approach to the establishment of the therapeutic alliance. This approach is referred to as personologic alignment and consists of alignment with preferential processes, as well as thematic belief systems. It represents an integration of the personology of Theodore Millon and the rhetoric of Aristotle.

Preference and Priority in Federal Funding: Aligning Federal Resources to Maximize Program Investment Efficiency and Impacts in Communities

EPA Pesticide Factsheets

This page contains the document, Preference and Priority in Federal Funding: Aligning Federal Resources to Maximize Program Investment Efficiency and Impacts in Communities - Lessons from EPA’s Brownfields Program.

Physics in the Real World...Teaching outside the Textbook. A Teacher's Perspective on the Principles of Technology.

ERIC Educational Resources Information Center

Rosengrant, David

2003-01-01

A physics teacher in a technical high school describes how he teaches outside the book through lab involvement, student projects, and thematic lessons. Describes a roller coaster construction project. (JOW)

Real-Time Meteorological Battlespace Characterization in Support of Sea Power 21

DTIC Science & Technology

2011-02-04

32  5.3  LESSONS LEARNED ....................................................................................... 44  6.  FUTURE WORK...problem with the SWR alignment, which is sometimes re- set during SWR maintenance (see Section 6 ‘Lessons Learned ’ for a case in point). Fig...ground clutter present (discussed in Section 6 ‘Lessons Learned ’), along with the lowest-tilt, quality controlled velocity. Bottom panel shows the

Concepts & Procedures. [SITE 2001 Section].

ERIC Educational Resources Information Center

Bauder, Deborah Y., Ed.; Mullick, Rosemary, Ed.; Sarner, Ronald, Ed.

This document contains the following papers on concepts and procedures from the SITE (Society for Information Technology & Teacher Education) 2001 conference: "Using School District Standards To Develop Thematic Lessons for Electronic Portfolios" (Cindy L. Anderson and others); "Using Adobe Acrobat for Electronic Portfolio…

Lessons learned from small store programs to increase healthy food access.

PubMed

Gittelsohn, Joel; Laska, Melissa N; Karpyn, Allison; Klingler, Kristen; Ayala, Guadalupe X

2014-03-01

To document implementation challenges and opportunities associated with small store interventions. Case study analysis of small store interventions conducted in 4 regions of the US. We systematically generated matrices to compare and contrast lessons learned to advance implementation science. Seven thematic areas were identified including: establishing relationships with stores, store owner and customer relationships, selection of intervention approaches, stocking healthier foods, evaluation, maintenance of changes, and dissemination. This information provides guidance to researchers and practitioners wishing to design, implement, and evaluate small store interventions.

Rational Emotive Education

ERIC Educational Resources Information Center

Knaus, William

1977-01-01

Rational Emotive Education--an outgrowth of theories developed by Albert Ellis--is a teaching design of mental health concepts and problem-solving activities designed to help students to approach and cope with their problems through experiential learning, via a structured, thematic sequence of emotive education lessons. (MJB)

Developing Coherent Conceptual Storylines: Two Elementary Challenges

ERIC Educational Resources Information Center

Hanuscin, Deborah; Lipsitz, Kelsey; Cisterna-Alburquerque, Dante; Arnone, Kathryn A.; van Garderen, Delinda; de Araujo, Zandra; Lee, Eun Ju

2016-01-01

The "conceptual storyline" of a lesson refers to the flow and sequencing of learning activities such that science concepts align and progress in ways that are instructionally meaningful to student learning of the concepts. Research demonstrates that when teachers apply lesson design strategies to create a coherent science content…

Developing Character and Aligning Personal Values with Organizational Values in the United States Coast Guard

DTIC Science & Technology

2000-06-02

York: Simon & Schuster, 1991). 30Stephen R. Covey, The 7 Habits of Highly Effective People , Powerful Lessons in Personal Change (New York: Simon...California: Parker & Son Publications, Inc., 1991. Covey, Stephen R. The 7 Habits of Highly Effective People , Powerful Lessons in Personal Change

"Dances with Wolves": Lessons from Loo Ten Tant's Journal.

ERIC Educational Resources Information Center

Dozier, Lynne

1994-01-01

Examines the way one ninth-grade English teacher used the film "Dances with Wolves" as part of a thematic unit entitled, "Strength from Diversity." Shows how the film was used and provides responses from many students in the course to the film. (HB)

Exploring Global Art.

ERIC Educational Resources Information Center

Needler, Toby; Goodman, Bonnie

The eight units in this volume are designed for use by an art teacher/specialist. Thematic ideas are presented, while skills, techniques, and materials are not dictated. The lessons encourage students to compare and contrast cultures, understand their own cultural experiences, and explore differences and commonalities among cultures. The materials…

Measuring the progress of capacity building in the Alberta Policy Coalition for Cancer Prevention.

PubMed

Raine, Kim D; Sosa Hernandez, Cristabel; Nykiforuk, Candace I J; Reed, Shandy; Montemurro, Genevieve; Lytvyak, Ellina; MacLellan-Wright, Mary-Frances

2014-07-01

The Alberta Policy Coalition for Cancer Prevention (APCCP) represents practitioners, policy makers, researchers, and community organizations working together to coordinate efforts and advocate for policy change to reduce chronic diseases. The aim of this research was to capture changes in the APCCP's capacity to advance its goals over the course of its operation. We adapted the Public Health Agency of Canada's validated Community Capacity-Building Tool to capture policy work. All members of the APCCP were invited to complete the tool in 2010 and 2011. Responses were analyzed using descriptive statistics and t tests. Qualitative comments were analyzed using thematic content analysis. A group process for reaching consensus provided context to the survey responses and contributed to a participatory analysis. Significant improvement was observed in eight out of nine capacity domains. Lessons learned highlight the importance of balancing volume and diversity of intersectoral representation to ensure effective participation, as well as aligning professional and economic resources. Defining involvement and roles within a coalition can be a challenging activity contingent on the interests of each sector represented. The participatory analysis enabled the group to reflect on progress made and future directions for policy advocacy. © 2013 Society for Public Health Education.

Lessons Learned From Small Store Programs to Increase Healthy Food Access

PubMed Central

Gittelsohn, Joel; Laska, Melissa N.; Karpyn, Allison; Klingler, Kristen; Ayala, Guadalupe X.

2013-01-01

Objectives To document implementation challenges and opportunities associated with small store interventions. Methods Case study analysis of small store interventions conducted in 4 regions of the US. We systematically generated matrices to compare and contrast lessons learned to advance implementation science. Results Seven thematic areas were identified including: establishing relationships with stores, store owner and customer relationships, selection of intervention approaches, stocking healthier foods, evaluation, maintenance of changes, and dissemination. Conclusions This information provides guidance to researchers and practitioners wishing to design, implement, and evaluate small store interventions. PMID:24629559

Turned on to Language Arts: Computer Literacy in the Primary Grades.

ERIC Educational Resources Information Center

Guthrie, Larry F.; Richardson, Susan

1995-01-01

Describes Apple Computer's Early Language Connections (ELC) program. Designed for K-2 grades, ELC integrates Macintosh computers, children's literature, instructional software, and other curriculum materials, including sample lessons constructed around thematic units. The literature-based product uses a whole-language approach (with phonics…

SPACE: Intermediate Level Modules.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis. Center for School Improvement and Performance.

These modules were developed to assist teachers at the intermediate level to move away from extensive skill practice and toward more meaningful interdisciplinary learning. This packet, to be used by teachers in the summer Extended Learning Program, provides detailed thematic lesson plans matched to the Indiana Curriculum Proficiency Guide. The…

Play with Words: Rhyme & Verse. [Lesson Plan].

ERIC Educational Resources Information Center

2001

Children enjoy listening to bouncy rhythms and reciting catchy rhymes. Poetry provides a rich vehicle for helping children explore how language sounds and works. Such exploration helps develop skills related to language usage, listening, vocabulary acquisition, and auditory memory, while also fostering an understanding of thematically related…

Selecting Texts and Tasks for Content Area Reading and Learning

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2015-01-01

For students to learn science, social studies, and technical subjects, their teachers have to engage them in meaningful lessons. As part of those lessons, students read informational texts. The selection of those texts is critical. Teachers can select texts worthy of attention and then align instruction and the post-reading tasks such that…

Nutrition Education Intervention Improves Vegetable-Related Attitude, Self-Efficacy, Preference, and Knowledge of Fourth-Grade Students

ERIC Educational Resources Information Center

Wall, Denise E.; Least, Christine; Gromis, Judy; Lohse, Barbara

2012-01-01

Background: Impact of a classroom-based, standardized intervention to address limited vegetable consumption of fourth graders was assessed. Methods: A 4-lesson, vegetable-focused intervention, revised from extant materials was repurposed for Pennsylvania fourth graders with lessons aligned with state academic standards. A reliability-tested survey…

Building a Model PE Curriculum: Education Reform in Action

ERIC Educational Resources Information Center

Moore, John

2012-01-01

The blueprint to build a model physical education (PE) curriculum begins by establishing a sound curricular foundation based on a lesson plan template that incorporates clear and concise program goals, the alignment of lessons to state or national content standards, and the collection, analysis and use of objective assessment data that informs…

ENTEL: A Case Study on Knowledge Networks and the Impact of Web 2.0 Technologies

ERIC Educational Resources Information Center

Griffiths, Paul; Arenas, Teresita

2014-01-01

This study re-visits an organisation that defined its knowledge-management strategy in 2008-9 applying an established strategy-intellectual capital alignment framework. It addresses questions "How has knowledge management evolved at ENTEL, and what lessons can be learnt? Does the strategy-knowledge management alignment framework applied at…

Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices

ERIC Educational Resources Information Center

MacPhail, Ann; Tannehill, Deborah; Karp, Grace Goc

2013-01-01

Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to…

People Strategy in Human Resources: Lessons for Mentoring in Higher Education

ERIC Educational Resources Information Center

Baker, Vicki L.

2015-01-01

In this article, I offer the notion of alignment, a human resources framework, as a conceptual tool for better informing the development of mentoring programming and policy in higher education. Alignment accounts for both individual and organizational factors as means for providing the necessary connections among human resources and organizational…

Festive, Textural Indian Elephants

ERIC Educational Resources Information Center

Lohmann, Laura; Bookenberger, Lisa

2012-01-01

The sixth-grade art curriculum includes world cultures and the art-history timeline. This lesson was created as the authors were developing relevant projects. They also presented it at an Ohio Art Education Association fall conference as part of their thematic unit, "Art of the Himalayas." As teachers, they were fascinated by the annual…

Bright Beginnings. WWC Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

Bright Beginnings is an early childhood curriculum, based in part on High/Scope[R] and Creative Curriculum[R], with an additional emphasis on literacy skills. The curriculum consists of nine thematic units designed to enhance children's cognitive, social, emotional, and physical development, and each unit includes concept maps, literacy lessons,…

Lessons Learned from the Advanced Topographic Laser Altimeter System

NASA Technical Reports Server (NTRS)

Garrison, Matt; Patel, Deepak; Bradshaw, Heather; Robinson, Frank; Neuberger, Dave

2016-01-01

The ICESat-2 Advanced Topographic Laser Altimeter System (ATLAS) instrument is an upcoming Earth Science mission focusing on the effects of climate change. The flight instrument passed all environmental testing at GSFC (Goddard Space Flight Center) and is now ready to be shipped to the spacecraft vendor for integration and testing. This presentation walks through the lessons learned from design, hardware, analysis and testing perspective. ATLAS lessons learned include general thermal design, analysis, hardware, and testing issues as well as lessons specific to laser systems, two-phase thermal control, and optical assemblies with precision alignment requirements.

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

PubMed Central

Shernoff, David J.; Sinha, Suparna; Bressler, Denise M.; Schultz, Dawna

2017-01-01

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an “accomplished novice” following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic understanding and conceptualization of NGSS and PBL, their application of this understanding in their curriculum writing varied. The present study may help to inform future efforts to support teachers to align curricula and instruction to NGSS through teacher PD. PMID:28670294

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards.

PubMed

Shernoff, David J; Sinha, Suparna; Bressler, Denise M; Schultz, Dawna

2017-01-01

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic understanding and conceptualization of NGSS and PBL, their application of this understanding in their curriculum writing varied. The present study may help to inform future efforts to support teachers to align curricula and instruction to NGSS through teacher PD.

Lessons Learned from Developing and Implementing the Qatar Student Assessment System. Research Brief

ERIC Educational Resources Information Center

Gonzalez, Gabriella; Le, Vi-Nhuan; Broer, Markus; Mariano, Louis T.; Froemel, J. Enrique; Goldman, Charles A.; DaVanzo, Julie

2009-01-01

Analysis of Qatar's standards-based student assessment system, the first in the region, offers several lessons for other nations instituting similar reforms. These include the need to coordinate on standards and assessment development, allow sufficient time for a fully aligned assessment, and communicate about the purposes and uses of testing.…

9th International Symposium on the Biosafety of Genetically Modified Organisms. Session II: Identifying and defining hazards and potential consequences I: Concepts for problem formulation and non-target risk assessment.

PubMed

Bigler, Franz

2006-01-01

The scientific organizers of the symposium put much emphasis on the identification and definition of hazard and the potential consequences thereof and three full sessions with a total of 13 presentations encompassing a wide range of related themes were planned for this topic. Unfortunately, one talk had to be cancelled because of illness of the speaker (BM Khadi, India). Some presentations covered conceptual approaches for environmental risk assessment (ERA) of GM plants (problem formulation in the risk assessment framework, familiarity approach, tiered and methodological frameworks, non-target risk assessment) and the use of models in assessing invasiveness and weediness of GM plants. Other presentations highlighted the lessons learned for future ERA from case studies and commercialized GM crops, and from monitoring of unintended releases to the environment. When the moderators of the three sessions came together after the presentations to align their summaries, there was an obvious need to restructure the 12 presentations in a way that allowed for a consistent summarizing discussion. The following new organization of the 12 talks was chosen: (1) Concepts for problem formulation and non-target risk assessment, (2) Modeling as a tool for predicting invasiveness of GM plants, (3) Case-studies of ERA of large-scale release, (4) Lessons learned for ERA from a commercialized GM plant, (5) Monitoring of unintended release of Bt maize in Mexico. The new thematic structure facilitates a more in-depth discussion of the presentations related to a specific topic, and the conclusions to be drawn are thus more consistent. Each moderator agreed to take responsibility for summarizing one or more themes and to prepare the respective report.

Innovative Strategies for Enhancing Geoscience: Lesson Plans from the 3rd Millennium B.C.E.

NASA Astrophysics Data System (ADS)

Romani, P. N.; Bartholomew, I.; Frank, M.; Hackett, K.; Jackson, T.; Melzer, S.; 6th Grade,

2002-05-01

Each year the fifth and sixth grade students at Glenarden Woods Elementary Magnet School for Talented and Gifted (TAG) Students, in Glenarden, Maryland study an ancient culture to provide a unifying theme to their studies. The thematic unit is year-long and involves language arts, social studies, and art. Originally, the curriculum did not include any math or science, but for the past seven years we have been working to integrate the technology of the ancient culture into the program. Our goals are to keep the science as hands on as possible and to have the students learn by solving problems. This year's culture was ancient Egypt and the math and science components had a distinctive geoscience flavor to them. The initial problem for the students was to how to lay out a pyramid so that the four sides were aligned with the four cardinal directions as the pyramids are in Egypt. In keeping with the spirit of their studies they had to do so as the Egyptians did, i.e. without a pole star and without the use of any "modern" conveniences such as compasses, global positioning systems, etc. The problem was solved by measurements and observations of a gnomon's shadow. This work then provided a nice springboard for their next problem, duplicating Eratosthenes's measurement of the circumference of the Earth. Eratosthenes was a Greek who lived and experimented in Egypt in the Ptolemaic era. His determination of the Earth's circumference was within 15% of the modern day value. For this work the students had to team with other elementary students in Amherst, Massachusetts. We will present how we did the projects and lessons learned.

Women's Experiences of Depression: Their Lessons for Us.

ERIC Educational Resources Information Center

Schneider, Charlene Kamin; Stiles, William B.

In this study of depression four women who had previously received a diagnosis of depression were interviewed. From their interviews a chronological retelling of their stories was written, a thematic analysis, an examination of the themes of theoretical explanations of the gender difference in the incidence of depression, and an interpretation of…

Connecting Earth Systems: Developing Holistic Understanding through the Earth-System-Science Model

ERIC Educational Resources Information Center

Gagnon, Valoree; Bradway, Heather

2012-01-01

For many years, Earth science concepts have been taught as thematic units with lessons in nice, neat chapter packages complete with labs and notes. But compartmentalized Earth science no longer exists, and implementing teaching methods that support student development of holistic understandings can be a time-consuming and difficult task. While…

Literature-Based History Activities for Children, Grades 4-8.

ERIC Educational Resources Information Center

Roberts, Patricia L.

This book contains over 50 reproducible pages with simulation activities, strategies, and themes for planning history lessons at the elementary level. Children's books are offered to enrich the teaching of history. The book focuses on how past culture and heritage melded to form present society in the United States. Thematic and multicultural…

Mixing It Up: Integrated, Interdisciplinary, Intriguing Science in the Elementary Classroom. An NSTA Press Journals Collection.

ERIC Educational Resources Information Center

National Science Teachers Association, Arlington, VA.

This compendium of articles from "Science and Children", the elementary school journal of the National Science Teachers Association (NSTA), aims to help teachers build connections in their students' minds. The articles describe lessons and units that are interdisciplinary, both integrated and interdisciplinary, or thematic. Each article is…

Using State and Local Studies to Teach Geographic Concepts.

ERIC Educational Resources Information Center

Fuller, Michael J.; And Others

1982-01-01

Lessons involve K-12 students in analyzing teacher-developed state and local thematic maps, identifying countries of the world with which their city has a linkage as indicated by local ethnic restaurants, discussing local companies involved in international trade, and learning about foreign-made products in their home and community. (RM)

The Relationship between Instructional Alignment and the Ecology of Physical Education

ERIC Educational Resources Information Center

James, Alisa R.; Griffin, Linda L.; Dodds, Patt

2008-01-01

The purpose of the study was to examine the ecologies of two teachers and the extent that each teacher's agenda aligned with instructional activities and assessments for each unit of instruction. Data were collected in four ways: (1) videotaped record of each lesson, (2) live observation field notes and expanded field notes from the videotape, (3)…

Aligning Secondary and Postsecondary Education: Lessons from the Past. WISCAPE Policy Brief

ERIC Educational Resources Information Center

VanOverbeke, Marc

2009-01-01

Educators, reformers, and commissions have long underscored the need to align all levels of education and build a seamless, coordinated P-16 system. Failing to do so, they have argued, has kept too many students from pursuing an advanced education and the nation from benefiting from a more educated populace. Such was the case in the late…

Lessons Learned in Systemic District Reform: A Cross-District Analysis from the Comprehensive Aligned Instructional System (CAIS) Benchmarking Study

ERIC Educational Resources Information Center

Waters, Louise Bay; Vargo, Merrill

2008-01-01

Urban district reform has been hampered by the challenge of understanding and supporting the tremendous complexity of district change. Improving this understanding through actionable, practice-based research is the purpose of this study. The authors began the study with the hypothesis that achieving districts both align their instructional systems…

Science through ARts (STAR)

ERIC Educational Resources Information Center

Densmore, Marycay; Kolecki, Joseph C.; Miller, Allan; Petersen, Ruth; Terrell, Mike

2005-01-01

Science Through ARts (STAR) is a free, international, cross-curricular program thematically aligned with "The Vision for Space Exploration," a framework of goals and objectives published by NASA in February 2004. Through the STAR program, students in grades 5 through 12 are encouraged to apply their knowledge in creative ways as they approach a…

Lessons Learned from the Holocaust: Blogging to Teach Critical Multicultural Literacy

ERIC Educational Resources Information Center

Stevens, Elizabeth Years; Brown, Rachel

2011-01-01

This qualitative dual-case study addresses two 21st century teacher education imperatives, technology infusion and critical multicultural literacy instruction. We researched the integration of a blog as a tool to promote technology use in a graduate course on literacy and technology with a thematic focus on the Holocaust. Using a grounded theory…

Thematic Synthesis of Post Activity Reviews: Lessons Relating to Management of the Simulation Environment Supporting Activity Vital Fire in May 2014

DTIC Science & Technology

2015-03-01

Supporting Activity Vital Fire in May 2014 Glen Pearce Land Division Defence Science and Technology Organisation DSTO-TN-1408...UNCLASSIFIED Published by Land Division DSTO Defence Science and Technology Organisation 506 Lorimer St Fishermans Bend Victoria 3207 Australia...REQUIREMENTS .............................................................................. 1 2.1 Cognitive and metacognitive performance

Algebra for Babies: Exploring Natural Numbers in Simple Arrays. Occasional Paper Five

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

2008-01-01

In 12 audio taped sessions, three kindergarten children engaged algebra in a teaching for understanding, thematic project. Toni, Asa, and Cornel had one-on-one lessons dealing with simple natural numbers, patterns, and relationships. Along the way, each child studied one of Toni Morrison's Who's got game books to explore repetition patterns in…

Governance of global health research consortia: Sharing sovereignty and resources within Future Health Systems.

PubMed

Pratt, Bridget; Hyder, Adnan A

2017-02-01

Global health research partnerships are increasingly taking the form of consortia that conduct programs of research in low and middle-income countries (LMICs). An ethical framework has been developed that describes how the governance of consortia comprised of institutions from high-income countries and LMICs should be structured to promote health equity. It encompasses initial guidance for sharing sovereignty in consortia decision-making and sharing consortia resources. This paper describes a first effort to examine whether and how consortia can uphold that guidance. Case study research was undertaken with the Future Health Systems consortium, performs research to improve health service delivery for the poor in Bangladesh, China, India, and Uganda. Data were thematically analysed and revealed that proposed ethical requirements for sharing sovereignty and sharing resources are largely upheld by Future Health Systems. Facilitating factors included having a decentralised governance model, LMIC partners with good research capacity, and firm budgets. Higher labour costs in the US and UK and the funder's policy of allocating funds to consortia on a reimbursement basis prevented full alignment with guidance on sharing resources. The lessons described in this paper can assist other consortia to more systematically link their governance policy and practice to the promotion of health equity. Copyright © 2016 Elsevier Ltd. All rights reserved.

Beyond Scissors and Glue: Staff Developers Guide Teachers in Piecing Together a Vertically Aligned Curriculum and in Creating a Method to Get This Job Done

ERIC Educational Resources Information Center

Phelps, Vickie

2005-01-01

Layers and layers of curricula stuffed into vinyl binders were the norm in this Texas district until teachers sat down with scissors and glue to create a vertically aligned curriculum. They then created standards-based lessons to support the curriculum and put them into a database readily accessible by all.

Activity Structures and the Unfolding of Problem-Solving Actions in High-School Chemistry Classrooms

NASA Astrophysics Data System (ADS)

Criswell, Brett A.; Rushton, Greg T.

2014-02-01

In this paper, we argue for a more systematic approach for studying the relationship between classroom practices and scientific practices—an approach that will likely better support the systemic reforms being promoted in the Next Generation Science Standards in the USA and similar efforts in other countries. One component of that approach is looking at how the nature of the activity structure may influence the relative alignment between classroom and scientific practices. To that end, we build on previously published research related to the practices utilized by five high-school chemistry teachers as they enacted problem-solving activities in which students were likely to generate proposals that were not aligned with normative scientific understandings. In that prior work, our analysis had emphasized micro-level features of the talk interactions and how they related to the way students' ideas were explored; in the current paper, the analysis zooms out to consider the macro-level nature of the enactments associated with the activity structure of each lesson examined. Our data show that there were two general patterns to the activity structure across the 14 lessons scrutinized, and that each pattern had associated with it a constellation of features that impinged on the way the problem space was navigated. A key finding is that both activity structures (the expansive and the open) had features that aligned with scientific practices espoused in the Next Generation Science Standards—and both had features that were not aligned with those practices. We discuss the nature of these two structures, evidence of the relationship of each structure to key features of how the lessons unfolded, and the implications of these findings for both future research and the training of teachers.

Interprofessional education workshops in the workplace for pre-registration learners: Aligning to National Standards.

PubMed

Kent, Fiona; Courtney, Jade; Thorpe, Jo

2018-03-01

The inclusion of formal interprofessional education activities within clinical placements aligns with the national agenda in Australia to increase the focus on collaborative practice. However, the challenge remains for health services to determine how to achieve this goal. The education team at one health service elected to align new interprofessional education initiatives to the National Standards for Quality in Healthcare, to increase student focus on the complex domains of practice that require collaborative practice. An interprofessional falls prevention workshop was created for students on clinical placement. In the pilot phase, the 2h workshops ran four times across three months. Simultaneously, a second group of students were invited to complete an online falls prevention module. Knowledge gains from the two interventions were compared using a Mann Whitney test and qualitative data was thematically coded. There was no significant difference in fall prevention knowledge between the two interventions. Thematic analysis illustrated workshops promoted an increased understanding of others roles, person-centred care, interprofessional communication and collaboration. This pilot study has demonstrated that 2h interprofessional educational workshops are a feasible, replicable and useful addition to profession-specific clinical placements. The interprofessional workshop offered the opportunity for students of different professions to come together, practice interprofessional communication, explore the roles and responsibilities of others and collaborate in the theoretical management of a clinical case. Copyright © 2017 Elsevier Ltd. All rights reserved.

From Policy to Practice: Tracing the Development and Implementation of Placement and Diagnostic Assessments across States, Systems, and Community Colleges. Lessons from Florida and Virginia Community Colleges -- Phase 2 Report

ERIC Educational Resources Information Center

Duffy, Mark; Tandberg, David A.; Harrill, Sandra; Jack, James; Park, Elizabeth; Shaw, Kathleen M.

2013-01-01

National initiatives to raise K-12 standards and align them to postsecondary entrance requirements have prompted states and/or state postsecondary systems to enact policies to improve alignment among postsecondary readiness standards, postsecondary placement and diagnostic exams, and developmental education curricula. This report examines how six…

Impact of Growing Business on Software Processes

NASA Astrophysics Data System (ADS)

Nikitina, Natalja; Kajko-Mattsson, Mira

When growing their businesses, software organizations should not only put effort into developing and executing their business strategies, but also into managing and improving their internal software development processes and aligning them with business growth strategies. It is only in this way they may confirm that their businesses grow in a healthy and sustainable way. In this paper, we map out one software company's business growth on the course of its historical events and identify its impact on the company's software production processes and capabilities. The impact concerns benefits, challenges, problems and lessons learned. The most important lesson learned is that although business growth has become a stimulus for starting thinking and improving software processes, the organization lacked guidelines aiding it in and aligning it to business growth. Finally, the paper generates research questions providing a platform for future research.

Taking Learning Outdoors: A Bitter Dispute over Water in Southern Oregon Becomes a Firsthand Lesson in History, Ecology, and Local Culture.

ERIC Educational Resources Information Center

Paglin, Catherine

2002-01-01

An alternative school in southern Oregon that allows students to make up missing credits offers project-based thematic classes that take students outside the school. One course studied the Klamath Basin's water crisis and involved exploring the area and the perspectives of farmers, biologists, park rangers, and Native Americans. Courses culminate…

Hermeneutic phenomenological analysis: the 'possibility' beyond 'actuality' in thematic analysis.

PubMed

Ho, Ken H M; Chiang, Vico C L; Leung, Doris

2017-07-01

This article discusses the ways researchers may become open to manifold interpretations of lived experience through thematic analysis that follows the tradition of hermeneutic phenomenology. Martin Heidegger's thinking about historical contexts of understandings and the notions of 'alētheia' and 'techne' disclose what he called meaning of lived experience, as the 'unchanging Being of changing beings'. While these notions remain central to hermeneutic phenomenological research, novice phenomenologists usually face the problem of how to incorporate these philosophical tenets into thematic analysis. Discussion paper. This discussion paper is based on our experiences of hermeneutic analysis supported by the writings of Heidegger. Literature reviewed for this paper ranges from 1927 - 2014. We draw on data from a study of foreign domestic helpers in Hong Kong to demonstrate how 'dwelling' in the language of participants' 'ek-sistence' supported us in a process of thematic analysis. Data were collected from December 2013 - February 2016. Nurses doing hermeneutic phenomenology have to develop self-awareness of one's own 'taken-for-granted' thinking to disclose the unspoken meanings hidden in the language of participants. Understanding the philosophical tenets of hermeneutic phenomenology allows nurses to preserve possibilities of interpretations in thinking. In so doing, methods of thematic analysis can uncover and present the structure of the meaning of lived experience. We provide our readers with vicarious experience of how to begin cultivating thinking that is aligned with hermeneutic phenomenological philosophical tenets to conduct thematic analysis. © 2017 John Wiley & Sons Ltd.

"Elements of Astronomy": A Television Course of 30 Lessons

NASA Astrophysics Data System (ADS)

Perez, J. P. D.; Del Pozo, E. P. G.; Rodriguez, R. R. T.; Mendez, A. M. B.; Rodriguez, E. R. F.; Gamez, R. G. D.

2006-08-01

It was broadcasted to all Cuba from March to December 2005, one lesson per week, transmitting three times each lesson, this means 90 hours of broadcasting. It was one of the courses of the Program "University for All", that Educative Channel produced. The Thematic: Sky Coordinates and Constellations; Astronomical Instruments; Solar System; Planets and their Moons; Comets, Asteroids and Meteoroids; Sun; Cosmic Environment and Space Weather; Stars; Galaxy and Quasars; Observable Universe; Life, Intelligent Life and Civilizations in the Universe; and History of Astronomy in Cuba. The professor staff was a group of 5 researchers of the Astronomy Department. They did an effort that each lesson had the best information level with a minimum of mathematical expressions. And were used more than 60 slides and various astronomical films fragments per lesson. To make one lesson was analyzed several astronomical films, selected a group of fragments and pre-edited into various blocks with the TV specialists, later a power point presentation was conformed using all available information on-line and bibliography. Then the lesson was recorded by the TV specialist at the Educative Channel and latter reviewed and improved by one AVID edition. The Course groundwork began in April 2003, with the first list of 12 lessons, later in June was increased to18 lessons, and started the work of "Tabloide" making; it is a journal-type book of 32 pages, equivalent to about 120 normal pages including 64 illustrations. At December 2004 the Course was increased to 30 lessons and the "Tabloide" was send to editor, later 200,000 exemplars was published. Many people followed Course and "Tabloide" was shopped in some months.

Paths of convergence for agriculture, health, and wealth.

PubMed

Dubé, Laurette; Pingali, Prabhu; Webb, Patrick

2012-07-31

This special feature calls for forward thinking around paths of convergence for agriculture, health, and wealth. Such convergence aims for a richer integration of smallholder farmers into national and global agricultural and food systems, health systems, value chains, and markets. The articles identify analytical innovation, where disciplines intersect, and cross-sectoral action where single, linear, and siloed approaches have traditionally dominated. The issues addressed are framed by three main themes: (i) lessons related to agricultural and food market growth since the 1960s; (ii) experiences related to the integration of smallholder agriculture into national and global business agendas; and (iii) insights into convergence-building institutional design and policy, including a review of complexity science methods that can inform such processes. In this introductory article, we first discuss the perspectives generated for more impactful policy and action when these three themes converge. We then push thematic boundaries to elaborate a roadmap for a broader, solution-oriented, and transdisciplinary approach to science, policies, and actions. As the global urban population crosses the 50% mark, both smallholder and nonsmallholder agriculture are keys in forging rural-urban links, where both farm and nonfarm activities contribute to sustainable nutrition security. The roadmaps would harness the power of business to reduce hunger and poverty for millions of families, contribute to a better alignment between human biology and modern lifestyles, and stem the spread of noncommunicable chronic diseases.

Training public health superheroes: five talents for public health leadership.

PubMed

Day, Matthew; Shickle, Darren; Smith, Kevin; Zakariasen, Ken; Moskol, Jacob; Oliver, Thomas

2014-12-01

Public health leaders have been criticized for their policy stances, relationships with governments and failure to train the next generation. New approaches to the identification and training of public health leaders may be required. To inform these, lessons can be drawn from public health 'superheroes'; public health leaders perceived to be the most admired and effective by their peers. Members and Fellows of the UK Faculty of Public Health were contacted via e-newsletter and magazine and asked to nominate their 'Public Health Superhero'. Twenty-six responses were received, nominating 40 different people. Twelve semi-structured interviews were conducted. Thematic analysis, based on 'grounded theory', was conducted. Five leadership 'talents' for public health were identified: mentoring-nurturing, shaping-organizing, networking-connecting, knowing-interpreting and advocating-impacting. Talent-based approaches have been effective for leadership development in other sectors. These talents are the first specific to the practice of public health and align with some aspects of existing frameworks. An increased focus on identifying and developing talents during public health training, as opposed to 'competency'-based approaches, may be effective in strengthening public health leadership. Further research to understand the combination and intensity of talents across a larger sample of public health leaders is required. © The Author 2014. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Paths of convergence for agriculture, health, and wealth

PubMed Central

Dubé, Laurette; Pingali, Prabhu; Webb, Patrick

2012-01-01

This special feature calls for forward thinking around paths of convergence for agriculture, health, and wealth. Such convergence aims for a richer integration of smallholder farmers into national and global agricultural and food systems, health systems, value chains, and markets. The articles identify analytical innovation, where disciplines intersect, and cross-sectoral action where single, linear, and siloed approaches have traditionally dominated. The issues addressed are framed by three main themes: (i) lessons related to agricultural and food market growth since the 1960s; (ii) experiences related to the integration of smallholder agriculture into national and global business agendas; and (iii) insights into convergence-building institutional design and policy, including a review of complexity science methods that can inform such processes. In this introductory article, we first discuss the perspectives generated for more impactful policy and action when these three themes converge. We then push thematic boundaries to elaborate a roadmap for a broader, solution-oriented, and transdisciplinary approach to science, policies, and actions. As the global urban population crosses the 50% mark, both smallholder and nonsmallholder agriculture are keys in forging rural–urban links, where both farm and nonfarm activities contribute to sustainable nutrition security. The roadmaps would harness the power of business to reduce hunger and poverty for millions of families, contribute to a better alignment between human biology and modern lifestyles, and stem the spread of noncommunicable chronic diseases. PMID:22826252

Climate Impact and GIS Education Using Realistic Applications of Data.gov Thematic Datasets in a Structured Lesson-Based Workbook

NASA Astrophysics Data System (ADS)

Amirazodi, S.; Griffin, R.; Bugbee, K.; Ramachandran, R.; Weigel, A. M.

2016-12-01

This project created a workbook which teaches Earth Science education undergraduate and graduate students through guided in-class activities and take-home assignments organized around climate topics which use GIS to teach key geospatial analysis techniques and cartography skills. The workbook is structured to the White House's Data.gov climate change themes, which include Coastal Flooding, Ecosystem Vulnerability, Energy Infrastructure, Arctic, Food Resilience, Human Health, Transportation, Tribal Nations, Water. Each theme provides access to framing questions, associated data, interactive tools, and further reading (e.g. the US Climate Resilience Toolkit and National Climate Assessment). Lessons make use of the respective theme's available resources. The structured thematic approach is designed to encourage independent exploration. The goal is to teach climate concepts and concerns, GIS techniques and approaches, and effective cartographic representation and communication of results; and foster a greater awareness of publically available resources and datasets. To reach more audiences more effectively, a two level approach was used. Level 1 serves as an introductory study and relies on only freely available interactive tools to reach audiences with fewer resources and less familiarity. Level 2 presents a more advanced case study, and focuses on supporting common commercially available tool use and real-world analysis techniques.

Climate Impact and GIS Education Using Realistic Applications of Data.gov Thematic Datasets in a Structured Lesson-Based Workbook

NASA Technical Reports Server (NTRS)

Amirazodi, Sara; Griffin, Robert; Bugbee, Kaylin; Ramachandran, Rahul; Weigel, Amanda

2016-01-01

This project created a workbook which teaches Earth Science to undergraduate and graduate students through guided in-class activities and take-home assignments organized around climate topics which use GIS to teach key geospatial analysis techniques and cartography skills. The workbook is structured to the White House's Data.gov climate change themes, which include Coastal Flooding, Ecosystem Vulnerability, Energy Infrastructure, Arctic, Food Resilience, Human Health, Transportation, Tribal Nations, and Water. Each theme provides access to framing questions, associated data, interactive tools, and further reading (e.g. The US Climate Resilience Toolkit and National Climate Assessment). Lessons make use of the respective theme's available resources. The structured thematic approach is designed to encourage independent exploration. The goal is to teach climate concepts and concerns, GIS techniques and approaches, and effective cartographic representation and communication results; and foster a greater awareness of publicly available resources and datasets. To reach more audiences more effectively, a two level approach was used. Level 1 serves as an introductory study and relies on only freely available interactive tools to reach audiences with fewer resources and less familiarity. Level 2 presents a more advanced case study, and focuses on supporting common commercially available tool use and real-world analysis techniques.

Lessons learned in aligning an organization: two-way communication is key

NASA Astrophysics Data System (ADS)

Harrison, Denise

2015-09-01

If you communicate regularly, but still think that many on your team do not "get it," this article will give you the tools that will allow you to really gain traction and buy-in from your employees. Not only will you get some great ideas, but you will also get clear, specific steps for turning these ideas into reality. In other words, you will not only learn some new ways to think about your alignment, you will be able to act on your learning.

Measuring CO[subscript 2

ERIC Educational Resources Information Center

Taterka, Bruce; Cory, Rose M.

2016-01-01

This article presents simple tools and concepts to engage students in inquiry-based learning about the carbon cycle, thawing permafrost, and climate change. The lessons focus on learning in Earth science, environmental science, chemistry, and biology and align with the "Next Generation Science Standards".

Analyzing Landsat time-series data across adjacent path/rows and across multiple cycles of FIA: Lessons learned in southern Missouri

Treesearch

Mark Nelson; Sean Healey; W. Keith Moser; Mark Hansen; Warren Cohen; Mark Hatfield; Nancy Thomas; Jeff Masek

2009-01-01

The North American Forest Dynamics (NAFD) Program is assessing disturbance and regrowth in the forests of the continent. These forest dynamics are interpreted from per-pixel estimates of forest biomass, which are produced for a time series of Landsat 5 Thematic Mapper (TM) and Landsat 7 Enhanced TM Plus images. Image data are combined with sample plot data from the...

Managing the Right Projects: Best Practices to Align Project and Corporate Strategies

NASA Technical Reports Server (NTRS)

Watkins, Bobby

2012-01-01

If there's a human endeavor that exemplifies teamwork, it is space exploration. And that teamwork absolutely cannot happen effectively if the boots on the ground the people doing the work - don't understand how their work aligns with the larger goal. This presentation will discuss some best management practices from NASA's Marshall Space Flight Center that have succeeded in helping employees become informed, engaged and committed to the space agency's important missions. Specific topics include: Alignment Criteria: Linking Projects To Corporate Strategy. Resource Management: Best Practices For Resource Management. Strategic Analysis: Supporting Decision Making In A Changing Environment. Communication Strategies: Best Practices To Communicate Change. Benefits Achieved And Lessons Learned.

Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons.

PubMed

Norris, E; Shelton, N; Dunsmuir, S; Duke-Williams, O; Stamatakis, E

2015-11-25

Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs. Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data. Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers. This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs.

If the Shoe Fits, Sort It!

ERIC Educational Resources Information Center

Bergman, Daniel J.

2017-01-01

Classroom implementation of the "Next Generation Science Standards" (NGSS Lead States 2013) does not necessarily require complete curricular overhaul. In many cases, teachers can review previously used lessons with respect to the "NGSS," evaluate alignment, and make subsequent modifications. One science activity the author has…

Minds on Fire

ERIC Educational Resources Information Center

Cushman, Kathleen

2014-01-01

What happens when teachers, neuroscientists, and students combine their perspectives in a three-way dialogue about why selected classroom lessons were highly motivating? They discover that the factors that teachers and students believe important to student motivation are solidly aligned with insights from neuroscience. Author Kathleen Cushman…

Participating in and delivering the ATEAM trial (Alexander technique lessons, exercise, and massage) interventions for chronic back pain: A qualitative study of professional perspectives.

PubMed

Beattie, Angela; Shaw, Alison; Yardley, Lucy; Little, Paul; Sharp, Debbie

2010-01-01

To outline professionals' experiences of participation, perceived benefits and acceptability of the interventions delivered in the ATEAM trial (Alexander technique lessons, exercise, and massage), for patients with chronic or recurrent back pain. Qualitative study using in-depth interviews was conducted with a purposeful sample of twenty professionals (general practitioners (GPs), nurses, Alexander technique teachers, and massage therapists). Data were recorded, transcribed, and analysed thematically using the constant comparison method. Evidence of effectiveness GPs wanted an evidence base for the interventions, whilst nurses, Alexander technique teachers and massage therapists perceived patient reports of benefit as evidence. Professionals' perception of the acceptability of the intervention: professional perspectives differed, with GPs and nurses viewing the structured nature of exercise prescription and Alexander technique lessons as more beneficial and acceptable than massage in alleviating patients' back pain. Economic cost: the cost to patients pursuing Alexander technique lessons and massage was perceived to be a barrier outside the trial. Inter-professional communication: there was little communication between the professionals groups within the trial. Valuable insights have been gained into the perceived benefits and acceptability of exercise, Alexander technique lessons and massage as interventions for chronic back pain. Lessons in the Alexander technique with or without exercise, was perceived as more beneficial and acceptable than massage by professionals who participated and delivered the ATEAM trial interventions. Copyright 2010 Elsevier Ltd. All rights reserved.

Developing Electronic Institutional Portfolios for Program and Institutional Assessment.

ERIC Educational Resources Information Center

Borden, Victor M. H.

2002-01-01

Summarizes the lessons learned by the institutions participating in the Urban Universities Portfolio Project regarding the functional and technological requirements for creating and sustaining Web-based institutional portfolios. The most pressing issues were those of aligning technology resources with analytical, evaluative, academic, and design…

Hubble Space Telescope high speed photometer orbital verification

NASA Technical Reports Server (NTRS)

Richards, Evan E.

1991-01-01

The purpose of this report is to provide a summary of the results of the HSP (High Speed Photometer) Orbital Verification (OV) tests and to report conclusions and lessons learned from the initial operations of the HSP. The HSP OV plan covered the activities through fine (phase 3) alignment. This report covers all activities (OV, SV, and SAO) from launch to the completion of phase 3 alignment. Those activities in this period that are not OV tests are described to the extent that they relate to OV activities.

Phun Week: Understanding Physiology

ERIC Educational Resources Information Center

Limson, Mel; Matyas, Marsha Lakes

2009-01-01

Topics such as sports, exercise, health, and nutrition can make the science of physiology relevant and engaging for students. In addition, many lessons on these topics, such as those on the cardiovascular, respiratory, and digestive systems, align with national and state life science education standards. Physiology Understanding Week (PhUn…

Where in Time?

ERIC Educational Resources Information Center

Pecore, John; Sacks, David

2005-01-01

In this article, the authors describe an activity developed to assist students with constructing their own understanding of Earth's history and provide questions to help teach the geologic time scale. The lesson is aligned to the following National Science Education Standards: Science as Inquiry, Earth's History, and Nature of Science. While…

Behavior Management: Examining the Functions of Behavior

ERIC Educational Resources Information Center

Alstot, Andrew E.; Alstot, Crystal D.

2015-01-01

Appropriate student behavior is essential for the success of a physical education lesson. Despite using effective proactive management strategies, teachers may need to also use reactive techniques to reduce problem behaviors by applying suitable consequences. For these consequences to be effective, they must be aligned with the function, or cause,…

Schools Achieving Gender Equity.

ERIC Educational Resources Information Center

Revis, Emma

This guide is designed to assist teachers presenting the Schools Achieving Gender Equity (SAGE) curriculum for vocational education students, which was developed to align gender equity concepts with the Kentucky Education Reform Act (KERA). Included in the guide are lesson plans for classes on the following topics: legal issues of gender equity,…

EQuIP-ped for Success

ERIC Educational Resources Information Center

Ewing, Molly

2015-01-01

The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for science is a new tool for science educators that provides criteria by which to examine the alignment and overall quality of lessons and units with respect to the "Next Generation Science Standards" ("NGSS"). The rubric criteria are divided into…

How Engineering Standards Are Interpreted and Translated for Middle School

ERIC Educational Resources Information Center

Judson, Eugene; Ernzen, John; Krause, Stephen; Middleton, James A.; Culbertson, Robert J.

2016-01-01

In this exploratory study we examined the alignment of Next Generation Science Standards (NGSS) middle school engineering design standards with lesson ideas from middle school teachers, science education faculty, and engineering faculty (4-6 members per group). Respondents were prompted to provide plain language interpretations of two middle…

Communication Is Key to Common Core

ERIC Educational Resources Information Center

Maunsell, Patricia A.

2014-01-01

States, districts, and schools must work to develop effective implementation and communications plans around the Common Core State Standards and aligned assessments. The Education Trust commissioned research on the communication of changes to state assessments in the recent past and lessons learned from that effort identify key elements of an…

Reaching Girls

ERIC Educational Resources Information Center

Jacobs, Charlotte E.; Kuriloff, Peter J.; Cox, Amanda B.

2014-01-01

If educators want to engage girls in learning, they must align teaching practices with girls' specific needs. In a study modeled after Reichert and Hawley's study of boys, the authors learned that lessons with hands-on learning, elements of creativity, multimodal projects, and class discussions all worked to stimulate girls'…

LESSONS LEARNED AND NEXT STEPS FOR BUILDING KNOWLEDGE ABOUT TRIBAL MATERNAL, INFANT, AND EARLY CHILDHOOD HOME VISITING.

PubMed

Whitmore, Corrie B; Sarche, Michelle; Ferron, Cathy; Moritsugu, John; Sanchez, Jenae G

2018-05-16

Authors in this Special Issue of the Infant Mental Health Journal shared the work of the first three cohorts of Tribal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) grantees funded by the Administration for Children and Families. Since 2010, Tribal MIECHV grantees have served families and children prenatally to kindergarten entry in American Indian and Alaska Native (AI/AN) communities across the lower 48 United States and Alaska. Articles highlighted challenges and opportunities that arose as grantees adapted, enhanced, implemented, and evaluated their home-visiting models. This article summarizes nine lessons learned across the articles in this Special Issue. Lessons learned address the importance of strengths-based approaches, relationship-building, tribal community stakeholder involvement, capacity-building, alignment of resources and expectations, tribal values, adaptation to increase cultural and contextual attunement, indigenous ways of knowing, community voice, and sustainability. Next steps in Tribal MIECHV are discussed in light of these lessons learned. © 2018 Michigan Association for Infant Mental Health.

K-12 Online Lesson Alignment to the Principles of Universal Design for Learning: The Khan Academy

ERIC Educational Resources Information Center

Smith, Sean J.; Harvey, Evelyn E.

2014-01-01

The field of K-12 education is being transformed, with an influx of students, including those with identified disabilities, engaging in blended and fully online learning. While online learning shows promise for students with disabilities through flexible content and personalised instruction, concerns regarding accessibility and appropriateness of…

Reinforcing Alcohol Prevention (RAP) Program: A Secondary School Curriculum to Combat Underage Drinking and Impaired Driving

ERIC Educational Resources Information Center

Will, Kelli England; Sabo, Cynthia Shier

2010-01-01

The Reinforcing Alcohol Prevention (RAP) Program is an alcohol prevention curriculum developed in partnership with secondary schools to serve their need for a brief, evidence-based, and straightforward program that aligned with state learning objectives. Program components included an educational lesson, video, and interactive activities delivered…

Developing and Implementing the Qatar Student Assessment System. Research Brief

ERIC Educational Resources Information Center

Gonzalez, Gabriella; Le, Vi-Nhuan; Broer, Markus; Mariano, Louis T.; Froemel, J. Enrique; Goldman, Charles A.; DaVanzo, Julie

2009-01-01

This research brief summarizes the development of a standards-based student assessment system in Qatar, lessons for policymakers in Qatar and elsewhere, and challenges in aligning the assessment with future changes in the curriculum standards. Analysis of Qatar's standards-based student assessment system, the first in the region, offers several…

Meeting the Needs of Middle Grade Science Learners through Pedagogical and Technological Intervention

ERIC Educational Resources Information Center

Yerrick, Randy; Johnson, Joseph

2009-01-01

This mixed methods study examined the effects of inserting laptops and science technology tools in middle school environments. Working together with a local university, middle school science teaching faculty members wrote and aligned curricula, explored relevant science education literature, tested lessons with summer school students, and prepared…

Schools of California Online Resources for Education: History-Social Science One Stop Shopping for California's Social Studies Teachers.

ERIC Educational Resources Information Center

Hill, Margaret; Benoit, Robert

1998-01-01

Reviews the resources available for social studies teachers from the Schools of California Online Resources for Education (SCORE): History Social Science World Wide Web site. Includes curriculum-aligned resources and lessons; standards and assessment information; interactive projects and field trips; teacher chat area; professional development…

Mapping Monolingualism within a Language/Race Cartography: Reflections and Lessons Learned from "World Languages and Cultures Day"

ERIC Educational Resources Information Center

Schwartz, Adam; Boovy, Bradley

2017-01-01

An interactive exhibit at a university's "World Language Day" challenges systems of privilege that organize the study of "foreign" and "world" languages. Through discursive framing, participants' written responses reveal an alignment with hegemonic ideologies of race and nation that elevate English monolingualism as a…

Using Lesson Study to Align Elementary Literacy Instruction within the RTI Framework

ERIC Educational Resources Information Center

Benedict, Amber E.; Park, Yujeong; Brownell, Mary T.; Lauterbach, Alexandra A.; Kiely, Mary Theresa

2013-01-01

The purpose of this article is to inform teachers about the dangers of misalignment between core (Tier 1) instruction and Tiers 2 and 3 supplementary instruction for struggling readers and students with learning disabilities. Misalignment between core and supplementary instruction is problematic for students at risk of academic failure because it…

Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Zawaski, M.

2004-12-01

This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

Using Virtual Reality to Bring Ocean Science Field Experiences to the Classroom and Beyond

NASA Astrophysics Data System (ADS)

Waite, A. J.; Rosenberg, A.; Frehm, V.; Gravinese, P.; Jackson, J.; Killingsworth, S.; Williams, C.

2017-12-01

While still in its infancy, the application of virtual reality (VR) technology to classroom education provides unparalleled opportunities to transport students to otherwise inaccessible localities and increase awareness of and engagement in STEAM fields. Here we share VR programming in development by the ANGARI Foundation, a 501(c)(3) nonprofit committed to advancing ocean science research and education. ANGARI Foundation's series of thematic VR films features the research of ocean scientists from onboard the Foundation's research vessel, R/V ANGARI. The films are developed and produced through an iterative process between expedition scientists, the film production team, and ANGARI staff and Educator Council members. Upon completion of filming, the K-12 and informal educators of ANGARI's Educator Council work with ANGARI staff and affiliated scientists to develop and implement standards-aligned (e.g. Next Generation Science Standards and International Baccalaureate) lesson plans for the classroom. The goal of ANGARI Foundation's VR films is to immerse broad audiences in the marine environment, while actively engaging them in the at-sea scientific methods of expert scientists, ultimately increasing knowledge of our oceans and promoting their conservation. The foundation's VR films and developed lessons are made available for free to the public via YouTube and www.ANGARI.org. While South Florida educators may request that ANGARI Foundation visit their classrooms and bring the necessary headsets to run the experience, the Foundation is also partnering with VR hardware companies to facilitate the acquisition and adoption of VR headsets by schools in the U.S. and abroad. In this presentation we will share our most recent VR film that highlights coral reef ecosystems and the Florida Reef Tract, taking an interdisciplinary approach to investigating how it has changed over time and the issues and opportunities it currently faces. We will also discuss classroom implementation of VR and the invaluable opportunities that the ANGARI VR series provides for educator professional development and public engagement as it continues to break down barriers between scientists and the public.

Modeling Lunar Phases in the Classroom: A Hands-On Interactive Lesson

NASA Astrophysics Data System (ADS)

Sarrazine, Angela R.

2007-12-01

Using Power-Point technology and hands-on materials, a 45 minute lesson has been created to allow students to explore the cause of lunar phases. Students work in cooperative pairs to model the different phases of the moon. In addition, this lesson does not require a bright light source. Using a partially painted Styrofoam ball, a small cup of Play-dough, a simple, protractor, and a data collection sheet, students observe the lunar phases and measure the angle between the sun and the moon. Students place the moon model in eight different positions simulating its orbit around the earth and record the observed changes. The Power-Point presentation contains three segments. The first section allows the teacher to determine the students’ level of prior knowledge about the moon and to uncover possible misconceptions. The second section facilitates the students’ learning by displaying the proper alignment of the model and the proper viewing position for the students. Finally, the presentation culminates in a review of what the students have just observed. This lesson has been created to meet Georgia Performance Standards (GPS) for 4th grade science regarding the cause of lunar phases. Teacher and student responses to this lesson have been extremely positive.

What is the perceived impact of Alexander technique lessons on health status, costs and pain management in the real life setting of an English hospital? The results of a mixed methods evaluation of an Alexander technique service for those with chronic back pain.

PubMed

McClean, Stuart; Brilleman, Sam; Wye, Lesley

2015-07-28

Randomised controlled trial evidence indicates that Alexander Technique is clinically and cost effective for chronic back pain. The aim of this mixed methods evaluation was to explore the role and perceived impact of Alexander Technique lessons in the naturalistic setting of an acute hospital Pain Management Clinic in England. To capture changes in health status and resource use amongst service users, 43 service users were administered three widely used questionnaires (Brief Pain Inventory, MYMOP and Client Service Resource Inventory) at three time points: baseline, six weeks and three months after baseline. We also carried out 27 telephone interviews with service users and seven face-to-face interviews with pain clinic staff and Alexander Technique teachers. Quantitative data were analysed using descriptive statistics and qualitative data were analysed thematically. Those taking Alexander Technique lessons reported small improvements in health outcomes, and condition-related costs fell. However, due to the non-randomised, uncontrolled nature of the study design, changes cannot be attributed to the Alexander Technique lessons. Service users stated that their relationship to pain and pain management had changed, especially those who were more committed to practising the techniques regularly. These changes may explain the reported reduction in pain-related service use and the corresponding lower associated costs. Alexander Technique lessons may be used as another approach to pain management. The findings suggests that Alexander Technique lessons can help improve self-efficacy for those who are sufficiently motivated, which in turn may have an impact on service utilisation levels.

Learning and change in a community mental health setting.

PubMed

Mancini, Michael A; Miner, Craig S

2013-10-01

This article offers methodological reflections and lessons learned from a three-year university-community partnership that used participatory action research methods to develop and evaluate a model for learning and change. Communities of practice were used to facilitate the translation of recovery-oriented and evidence-based programs into everyday practice at a community mental health agency. Four lessons were drawn from this project. First, the processes of learning and organizational change are complex, slow, and multifaceted. Second, development of leaders and champions is vital to sustained implementation in an era of restricted resources. Third, it is important to have the agency's values, mission, policies, and procedures align with the principles and practices of recovery and integrated treatment. And fourth, effective learning of evidence-based practices is influenced by organizational culture and climate. These four lessons are expanded upon and situated within the broader literature and implications for future research are discussed.

Factors that influence children's gambling attitudes and consumption intentions: lessons for gambling harm prevention research, policies and advocacy strategies.

PubMed

Pitt, Hannah; Thomas, Samantha L; Bestman, Amy; Daube, Mike; Derevensky, Jeffrey

2017-02-17

Harmful gambling is a public health issue that affects not only adults but also children. With the development of a range of new gambling products, and the marketing for these products, children are potentially exposed to gambling more than ever before. While there have been many calls to develop strategies which protect children from harmful gambling products, very little is known about the factors that may influence children's attitudes towards these products. This study aimed to explore children's gambling attitudes and consumption intentions and the range of consumer socialisation factors that may influence these attitudes and behaviours. Children aged 8 to 16 years old (n = 48) were interviewed in Melbourne, Australia. A semi-structured interview format included activities with children and open-ended questions. We explored children's perceptions of the popularity of different gambling products, their current engagement with gambling, and their future gambling consumption intentions. We used thematic analysis to explore children's narratives with a focus on the range of socialising factors that may shape children's gambling attitudes and perceptions. Three key themes emerged from the data. First, children's perceptions of the popularity of different products were shaped by what they had seen or heard about these products, whether through family activities, the media (and in particular marketing) of gambling products, and/or the alignment of gambling products with sport. Second, children's gambling behaviours were influenced by family members and culturally valued events. Third, many children indicated consumption intentions towards sports betting. This was due to four key factors: (1) the alignment of gambling with culturally valued activities; (2) their perceived knowledge about sport; (3) the marketing and advertising of gambling products (and in particular sports betting); and (4) the influence of friends and family. This study indicates that there is a range of socialisation factors, particularly family and the media (predominantly via marketing), which may be positively shaping children's gambling attitudes, behaviours and consumption intentions. There is a need for governments to develop effective policies and regulations to reduce children's exposure to gambling products and ensure they are protected from the harms associated with gambling.

Decision-Making Behaviors of Preservice Teachers as They Plan for Social Studies in Elementary Classrooms

ERIC Educational Resources Information Center

Basye, Cynthia

2012-01-01

Instructional time for social studies in elementary classrooms has decreased since the passage of Goals 2000 and No Child Left Behind, with content contracted to align with reading goals. Consequently, opportunities for preservice teachers to observe and teach social studies lessons have diminished. This qualitative multiple case study examines…

Enhancing Middle School Science Lessons with Playground Activities: A Study of the Impact of Playground Physics

ERIC Educational Resources Information Center

Friedman, Lawrence B.; Margolin, Jonathan; Swanlund, Andrew; Dhillon, Sonica; Liu, Feng

2017-01-01

Playground Physics is a technology-based application and accompanying curriculum designed by New York Hall of Science (NYSCI) to support middle school students' science engagement and learning of force, energy, and motion. The program includes professional development, the Playground Physics app, and a curriculum aligned with New York State…

History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

ERIC Educational Resources Information Center

Seker, Hayati; Guney, Burcu G.

2012-01-01

Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in…

The Value of Risk: Noah's Ark at the Skirball Cultural Center

ERIC Educational Resources Information Center

Bernstein, Sheri; Gittleman, Marni

2010-01-01

In this article Bernstein and Gittleman address the role of risk in creating an exhibition that is of value to the public and is aligned with their cultural institution's core values. Through an examination of the development process, the authors present lessons that can assist others who are interested in undertaking an exhibition with similar…

The Power of Probability: Poster/Teaching Guide for Grades 6-8. Expect the Unexpected with Math[R

ERIC Educational Resources Information Center

Actuarial Foundation, 2013

2013-01-01

"The Power of Probability" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) and Common Core State Standards, which gives students opportunities to practice their skills and knowledge of the mathematics of probability. Developed by The Actuarial Foundation, the program's lessons and worksheets motivate…

An Exploratory Analysis of a Middle School Science Curriculum: Implications for Students with Learning Disabilities

ERIC Educational Resources Information Center

Taylor, Gregory S.; Hord, Casey

2016-01-01

An exploratory study of a middle school curriculum directly aligned with the Next Generation Science Standards was conducted with a focus on how the curriculum addresses the instructional needs of students with learning disabilities. A descriptive analysis of a lesson on speed and velocity was conducted and implications discussed for students with…

Using business intelligence to improve performance.

PubMed

Wadsworth, Tom; Graves, Brian; Glass, Steve; Harrison, A Marc; Donovan, Chris; Proctor, Andrew

2009-10-01

Cleveland Clinic's enterprise performance management program offers proof that comparisons of actual performance against strategic objectives can enable healthcare organization to achieve rapid organizational change. Here are four lessons Cleveland Clinic learned from this initiative: Align performance metrics with strategic initiatives. Structure dashboards for the CEO. Link performance to annual reviews. Customize dashboard views to the specific user.

Getting into the GROOVE: How Building Effective Education Partnerships and Promoting Authentic Student Research through the Girls' Remotely Operated Ocean Vehicle Exploration (GROOVE) Workshop.

NASA Astrophysics Data System (ADS)

Pelz, M.; Heesemann, M.; Hoeberechts, M.

2017-12-01

This presentation outlines the pilot year of Girls' Remotely Operated Ocean Vehicle Exploration or GROOVE, a hands-on learning program created collaboratively with education partners Ocean Networks Canada and St. Margaret's School (Victoria, BC, Canada). The program features student-led activities, authentic student experiences, clearly outlined learning outcomes, teacher and student self-assessment tools, and curriculum-aligned content. Presented through the lens of STEM, students build a modified Seaperch ROV and explore and research thematic scientific concepts such as buoyancy, electronic circuitry, and deep-sea exploration. Further, students learn engineering skills such as isotropic scaling, soldering, and assembly as they build their ROV. Ocean Networks Canada (ONC), an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. These include technologies developed on the world-leading NEPTUNE and VENUS observatories and the ever-expanding network of community observatories in the Arctic and coastal British Columbia. These observatories, large and small, enable communities, users, scientists, teachers, and students to monitor real-time and historical data from the local marine environment from anywhere on the globe. GROOVE, Girls' Remotely Operated Ocean Vehicle Exploration, is ONC's newest educational program and is related to their foundational program K-12 Ocean Sense educational program. This presentation will share our experiences developing, refining, and assessing our efforts to implement GROOVE using a train-the-trainer model aimed at formal and informal K-12 educators. We will highlight lessons learned from multiple perspectives (students, participants, developers, and mentors) with the intent of informing future education and outreach initiatives.

Intervention fidelity in a school-based diet and physical activity intervention in the UK: Active for Life Year 5.

PubMed

Campbell, Rona; Rawlins, Emma; Wells, Sian; Kipping, Ruth R; Chittleborough, Catherine R; Peters, Tim J; Lawlor, Debbie A; Jago, Russell

2015-11-11

Active for Life Year 5 (AFLY5) is an educational programme for Year 5 children (aged 9-10) designed to increase children's physical activity, decrease sedentary behaviour and increase fruit and vegetable intake. This paper reports findings from a process evaluation embedded within a randomised controlled trial evaluating the programme's effectiveness. It considers the fidelity of implementation of AFLY5 with a focus on three research questions: 1. To what extent was the intervention delivered as planned? 2. In what ways, if any, did the teachers amend the programme? and 3. What were the reasons for any amendments? Mixed methods were used including data collection via observation of the intervention delivery, questionnaire, teacher's intervention delivery log and semi-structured interviews with teachers and parents. Qualitative data were analysed thematically and quantitative data were summarised using descriptive statistics. Following training, 42 of the 43 intervention school teachers/teaching staff (98%) were confident they could deliver the nutrition and physical activity lessons according to plan. The mean number of lessons taught was 12.3 (s.d. 3.7), equating to 77% of the intervention. Reach was high with 95% of children in intervention schools receiving lessons. A mean of 6.2 (s.d. 2.6) out of 10 homeworks were delivered. Median lesson preparation time was 10 min (IQR 10-20) and 28% of lessons were reported as having been amended. Qualitative findings revealed that those who amended the lessons did so to differentiate for student ability, update them for use with new technologies and to enhance teacher and student engagement. Teachers endorsed the aims of the intervention, but some were frustrated with having to adapt the lesson materials. Teachers also a reported tendency to delegate the physical activity lessons to other staff not trained in the intervention. Fidelity of intervention implementation was good but teachers' enthusiasm for the AFLY5 programme was mixed despite them believing that the messages behind the lessons were important. This may have meant that the intervention messages were not delivered as anticipated and explain why the intervention was found not to be effective. ISRCTN50133740.

Support and Dissemination of Teacher-Authored Lesson Plans: a Digital Library for Earth System Education (DLESE) and Geological Society of America (GSA) Collaboration

NASA Astrophysics Data System (ADS)

Devaul, H.; Pandya, R. E.; McLelland, C. V.

2003-12-01

The Digital Library for Earth System Education (www.dlese.org) and the Geological Society of America (www.geosociety.org) are working together to publish and disseminate teacher-authored Earth science lesson plans. DLESE is a community-based effort involving teachers, students, and scientists working together to create a library of educational resources and services to support Earth system science education. DLESE offers free access to electronic resources including lesson plans, maps, images, data sets, visualizations, and assessment activities. A number of thematic collections have recently been accessioned, which has substantially increased library holdings. Working in concert with GSA, a non-profit organization dedicated to the advancement of the geosciences, small-scale resource creators such as classroom teachers without access to a web server can also share educational resources of their own design. Following a two-step process, lesson plans are submitted to the GSA website, reviewed and posted to the K-12 resource area: http://www.geosociety.org/educate/resources.htm. These resources are also submitted to the DLESE Community Collection using a simple cataloging tool. In this way resources are available to other teachers via the GSA website as well as via the DLESE collection. GSA provides a template for lesson plan developers which assists in providing the necessary information to help users find and understand the intent of the activity when searching in DLESE. This initial effort can serve as a prototype for important services allowing individual community members to contribute their work to DLESE with little technical overhead.

Patients' views of receiving lessons in the Alexander technique and an exercise prescription for managing back pain in the ATEAM trial.

PubMed

Yardley, Lucy; Dennison, Laura; Coker, Rebecca; Webley, Frances; Middleton, Karen; Barnett, Jane; Beattie, Angela; Evans, Maggie; Smith, Peter; Little, Paul

2010-04-01

Lessons in the Alexander Technique and exercise prescription proved effective for managing low back pain in primary care in a clinical trial. To understand trial participants' expectations and experiences of the Alexander Technique and exercise prescription. A questionnaire assessing attitudes to the intervention, based on the Theory of Planned Behaviour, was completed at baseline and 3-month follow-up by 183 people assigned to lessons in the Alexander Technique and 176 people assigned to exercise prescription. Semi-structured interviews to assess the beliefs contributing to attitudes to the intervention were carried out at baseline with14 people assigned to the lessons in the Alexander Technique and 16 to exercise prescription, and at follow-up with 15 members of the baseline sample. Questionnaire responses indicated that attitudes to both interventions were positive at baseline but became more positive at follow-up only in those assigned to lessons in the Alexander Technique. Thematic analysis of the interviews suggested that at follow-up many patients who had learned the Alexander Technique felt they could manage back pain better. Whereas many obstacles to exercising were reported, few barriers to learning the Alexander Technique were described, since it 'made sense', could be practiced while carrying out everyday activities or relaxing, and the teachers provided personal advice and support. Using the Alexander Technique was viewed as effective by most patients. Acceptability may have been superior to exercise because of a convincing rationale and social support and a better perceived fit with the patient's particular symptoms and lifestyle.

The Semantic Management of Environmental Resources within the Interoperable Context of the EuroGEOSS: Alignment of GEMET and the GEOSS SBAs

NASA Astrophysics Data System (ADS)

Cialone, Claudia; Stock, Kristin

2010-05-01

EuroGEOSS is a European Commission funded project. It aims at improving a scientific understanding of the complex mechanisms which drive changes affecting our planet, identifying and establishing interoperable arrangements between environmental information systems. These systems would be sustained and operated by organizations with a clear mandate and resources and rendered available following the specifications of already existent frameworks such as GEOSS (the Global Earth Observation System of systems)1 and INSPIRE (the Infrastructure for Spatial Information in the European Community)2. The EuroGEOSS project's infrastructure focuses on three thematic areas: forestry, drought and biodiversity. One of the important activities in the project is the retrieval, parsing and harmonization of the large amount of heterogeneous environmental data available at local, regional and global levels between these strategic areas. The challenge is to render it semantically and technically interoperable in a simple way. An initial step in achieving this semantic and technical interoperability involves the selection of appropriate classification schemes (for example, thesauri, ontologies and controlled vocabularies) to describe the resources in the EuroGEOSS framework. These classifications become a crucial part of the interoperable framework scaffolding because they allow data providers to describe their resources and thus support resource discovery, execution and orchestration of varying levels of complexity. However, at present, given the diverse range of environmental thesauri, controlled vocabularies and ontologies and the large number of resources provided by project participants, the selection of appropriate classification schemes involves a number of considerations. First of all, there is the semantic difficulty of selecting classification schemes that contain concepts that are relevant to each thematic area. Secondly, EuroGEOSS is intended to accommodate a number of existing environmental projects (for example, GEOSS and INSPIRE). This requirement imposes constraints on the selection. Thirdly, the selected classification scheme or group of schemes (if more than one) must be capable of alignment (establishing different kinds of mappings between concepts, hence preserving intact the original knowledge schemes) or merging (the creation of another unique ontology from the original ontological sources) (Pérez-Gómez et al., 2004). Last but not least, there is the issue of including multi-lingual schemes that are based on free, open standards (non-proprietary). Using these selection criteria, we aim to support open and convenient data discovery and exchange for users who speak different languages (particularly the European ones for the broad scopes of EuroGEOSS). In order to support the project, we have developed a solution that employs two classification schemes: the Societal Benefit Areas (SBAs)3: the upper-level environmental categorization developed for the GEOSS project and the GEneral Multilingual Environmental Thesaurus (GEMET)4: a general environmental thesaurus whose conceptual structure has already been integrated with the spatial data themes proposed by the INSPIRE project. The former seems to provide the spatial data keywords relevant to the INSPIRE's Directive (JRC, 2008). In this way, we provide users with a basic set of concepts to support resource description and discovery in the thematic areas while supporting the requirements of INSPIRE and GEOSS. Furthermore, the use of only two classification schemes together with the fact that the SBAs are very general categories while GEMET includes much more detailed, yet still top-level, concepts, makes alignment an achievable task. Alignment was selected over merging because it leaves the existing classification schemes intact and requires only a simple activity of defining mappings from GEMET to the SBAs. In order to accomplish this task we are developing a simple, automated, open-source application to assist thematic experts in defining the mappings between concepts in the two classification schemes. The application will then generate SKOS mappings (exactMatch, closeMatch, broadMatch, narrowMatch, relatedMatch) based on thematic expert selections between the concepts in GEMET with the SBAs (including both the general Societal Benefit Areas and their subcategories). Once these mappings are defined and the SKOS files generated, resource providers will be able to select concepts from either GEMET or the SBAs (or a mixture) to describe their resources, and discovery approaches will support selection of concepts from either classification scheme, also returning results classified using the other scheme. While the focus of our work has been on the SBAs and GEMET, we also plan to provide a method for resource providers to further extend the semantic infrastructure by defining alignments to new classification schemes if these are required to support particular specialized thematic areas that are not covered by GEMET. In this way, the approach is flexible and suited to the general scope of EuroGEOSS, allowing specialists to increase at will the level of semantic quality and specificity of data to the initial infrastructural skeleton of the project. References ____________________________________________ Joint research Centre (JRC), 2008. INSPIRE Metadata Editor User Guide Pérez-Gómez A., Fernandez-Lopez M., Corcho O. Ontological engineering: With Examples from the Areas of Knowledge Management, e-Commerce and the Semantic Web.Spinger: London, 2004

Review paper on research ethics in Ethiopia: experiences and lessons learnt from Addis Ababa University College of Health Sciences 2007-2012.

PubMed

Feleke, Yeweyenhareg; Addissie, Adamu; Wamisho, Biruk L; Davey, Gail

2015-01-01

Health research in Ethiopia is increasing both in volume and type, accompanied with expansion of higher education and research since the past few years. This calls for a proportional competence in the governance of medical research ethics in Ethiopia in the respective research and higher learning institutes. The paper highlights the evolution and progress ofthe ethics review at Addis Ababa University - College of Health Sciences (AAU-CHS) in the given context of health research review system in Ethiopia. Reflections are made on the key lessons to be drawnfrom the formative experiences of the Institutional Review Board (IRB) and their implications to the Ethiopian health research review system. This article is a review paper based on review of published and un published documents on research ethics in Ethiopia and the AAU-CHS (2007-2012). Thematic summaries of review findings are presented in thematic areas - formation of ethics review and key factors in the evolution of ethics review and implications. The IRB at AAU-CHS has been pivotal in providing review and follow-up for important clinical studies in Ethiopia. It has been one of the first IRBs to get WHO/SIDCER recognition from Africa and Ethiopia. Important factors in the successes of the IRB among others included leadership commitment, its placement in institutional structure, and continued capacity building. Financial challenges and sustainability issues need to be addressed for the sustained gains registered so far. Similar factors are considered important for the new and younger IRBs within the emergent Universities and research centers in the country.

Development and implementation of the Saskatchewan Leadership Program: Leading for healthcare transformation.

PubMed

Mutwiri, Betty; Witt, Christine; Denysek, Christina; Halferdahl, Susan; McLeod, Katherine M

2016-01-01

The Saskatchewan Leadership Program (SLP) was developed based on the LEADS framework and aligned with Lean management to build leadership renewal and sustainability conducive to transformational change in the Saskatchewan health system. This article describes the development, implementation, and evaluation of the SLP, including experiences and lessons learned. © 2015 The Canadian College of Health Leaders.

Tailored for a Perfect Fit: Flexible Templates Promote Standards Alignment and Teacher Collaboration

ERIC Educational Resources Information Center

Jacobson, Linda

2016-01-01

Susana Velasco always thought she designed lessons for her kindergarten students to help them meet the academic standards for their grade. But now she feels better equipped to adapt instruction to meet the needs of all the children in her class--a skill she has developed through her school's participation in the Literacy Design Collaborative…

Strategies for healthcare facilities, construction, and real estate management.

PubMed

Lee, James G

2012-05-01

Adventist HealthCare offers the following lessons learned in improving the value of healthcare facilities, construction, and real estate management: Use an integrated approach. Ensure that the objectives of the approach align the hospital or health system's mission and values. Embrace innovation. Develop a plan that applies to the whole organization, rather than specific business units. Ensure commitment of senior leaders.

A School-University Math and Science P-16 Partnership: Lessons Learned in Promoting College and Career Readiness

ERIC Educational Resources Information Center

Alford, Betty; Rudolph, Amanda; Beal, Heather Olson; Hill, Brenda

2014-01-01

Increasing rigor in secondary school classrooms for college and career readiness is a priority throughout the nation with the adoption of more challenging standards for student performance and is an important role for school leaders in creating conditions in schools to meet this challenge (Young, 2012). P-16 partnerships can assist by aligning the…

Ten Years of Simulation in Healthcare: A Thematic Analysis of Editorials.

PubMed

Nestel, Debra

2017-10-01

In this commentary, I review 38 articles published as editorials in Simulation in Healthcare from inception to April 2016. Of the 27 authors, there was a predominance of medical doctors (63%), male authors (67%), and work originating in the United States (86%). The founding Editor-in-Chief Dr David Gaba contributed to half of the editorials. Using inductive thematic analysis, the following five themes were identified: "embedding" simulation, simulation responding to clinical practice, educational considerations for simulation, research practices, and communicating leadership and scholarship about the community. After thematic analysis, the theoretical notion of communities of practice was used to make further meaning of the themes. This theorizing process reveals that editorial content aligns with the features of an evolving community of practice. The editorials seem to have responded to and shaped contemporary simulation practices. The editorial is a powerful forum in which to frame issues relevant to the healthcare simulation community. As the founding Editor-in-Chief, Gaba has made an extraordinary contribution to the Society for Simulation in Healthcare, in these editorials and the broader healthcare simulation community. Under the leadership of the Editor-in-Chief, Dr Mark Scerbo, I am confident that the editorial voice will continue in the true spirit of scholarship.

Learning from History to Increase Positive Public Reception and Social Value Alignment of Evidence-Based Science Communication

PubMed Central

Tetro, Jason A.

2018-01-01

For effective science communication, three general objectives should be taken into consideration: 1) accurate conveyance of the scientific evidence; 2) warm public reception of the communicator; and 3) alignment of the information with social values. An examination of both successful and failed science communication efforts over the course of history can reveal strategies to better meet these objectives. This article looks back at influential moments of science communication over the past two millennia in the context of the objectives and, using lessons learned from these events as a guide, introduces a five-element approach to improve the potential for attaining the objectives. PMID:29904548

Patient Safety Incident Reporting: Current Trends and Gaps Within the Canadian Health System.

PubMed

Boucaud, Sarah; Dorschner, Danielle

2016-01-01

Patient safety incidents are a national-level phenomenon, requiring a pan-Canadian approach to ensure that incidents are reported and lessons are learned and broadly disseminated. This work explores the variation in current provincial and local approaches to reporting through a literature review. Trends are consolidated and recommendations are offered to foster better alignment of existing systems. These include adopting a common terminology, defining the patient role in reporting, increasing system users' perception of safety and further investigating the areas of home and community care in ensuring standard approaches at the local level. These steps can promote alignment, reducing barriers to a future pan-Canadian reporting and learning system.

Connecting polar research to NGSS STEM classroom lessons

NASA Astrophysics Data System (ADS)

Brinker, R.; Kast, D.

2016-12-01

Next Generation Science Standards (NGSS) are designed to bring consistent, rigorous science teaching across the United States. Topics are categorized as Performance Expectations (PE), Disciplinary Core Ideas (DCI), Cross-Cutting Concepts (CCC), and Science and Engineering Practices (SEP). NGSS includes a focus on environmental science and climate change across grade levels. Earth and planetary sciences are required at the high school level. Integrating polar science lessons into NGSS classrooms brings relevant, rigorous climate change curriculum across grade levels. Polar science provides opportunities for students to use current data during lessons, conduct their own field work, and collaborate with scientists. Polar science provides a framework of learning that is novel to most students. Inquiry and engagement are high with polar science lessons. Phenomenon related to polar science provide an excellent tool for science teachers to use to engage students in a lesson, stimulate inquiry, and promote critical thinking. When taught effectively, students see the connections between their community, polar regions and climate change, regardless of where on the planet students live. This presentation describes examples of how to effectively implement NGSS lessons by incorporating polar science lessons and field research. Examples of introductory phenomenon and aligned PEs, CCCs, DCIs, and SEPs are given. Suggested student activities, assessments, examples of student work, student research, labs, and PolarTREC fieldwork, use of current science data, and connections to scientists in the field are provided. The goals of the presentation are to give teachers a blueprint to follow when implementing NGSS lessons, and give scientists an understanding of the basics of NGSS so they may be better able to relate their work to U.S. science education and be more effective communicators of their science findings.

Delineation of major geologic structures in Turkey using SIR-B data

NASA Technical Reports Server (NTRS)

Toksoz, M. N.; Pettengill, G. H.; Ford, P.; Gulen, L.

1984-01-01

Shuttle Imaging Radar-B (SIR-B) images of well mapped segments of major faults, such as the North Anatolian Fault (NAF) and East Anatolian Fault (EAF) will be studied to identify the prominent signatures that characterize the fault zones for those specific regions. The information will be used to delineate the unmapped fault zones in areas with similar geological and geomorphological properties. The data obtained from SIR-B images will be compared and correlated with the LANDSAT thematic mapper and seismicity alignments based on well constrained earthquake epicenters.

Using "Journeys in Film" to Bring Authentic STEM Activities to the K-12 Classroom.

NASA Astrophysics Data System (ADS)

Rock, B. N.

2017-12-01

The "Journeys in Film" project brings important films and documentaries ("The Martian," "Hidden Figures," "River of Gold" and others) and curriculum-based, educational support activities to the classroom. Faculty from the University of New Hampshire, in partnership with selected local middle and high school teachers, developed a STEM Lesson Plan for Journeys in Film" focused on the soon-to-released documentary "River of Gold" which highlights tropical deforestation and illegal gold mining activities in the Peruvian jungles of the Amazon Basin. Using film clips (the Trailer) from the movie and the Lesson Plan, this approach allows pre-college students to learn how to use "Google Earth" to monitor chang-over-time and to quantify the areas of deforestation and mining using multi-date NOAA/USGS Landsat Thematic Mapper and ESA Copernicus satellite data. This approach will allow students to dconduct authentic hands-on science and mathematics to address a wide range of social and environmental issues associated with tropical deforestation in Peru.

The value of demonstration projects for new interventions: The case of human papillomavirus vaccine introduction in low- and middle-income countries.

PubMed

Howard, N; Mounier-Jack, S; Gallagher, K E; Kabakama, S; Griffiths, U K; Feletto, M; LaMontagne, D S; Burchett, H E D; Watson-Jones, D

2016-09-01

Demonstration projects or pilots of new public health interventions aim to build learning and capacity to inform country-wide implementation. Authors examined the value of HPV vaccination demonstration projects and initial national programmes in low-income and lower-middle-income countries, including potential drawbacks and how value for national scale-up might be increased. Data from a systematic review and key informant interviews, analyzed thematically, included 55 demonstration projects and 8 national programmes implemented between 2007-2015 (89 years' experience). Initial demonstration projects quickly provided consistent lessons. Value would increase if projects were designed to inform sustainable national scale-up. Well-designed projects can test multiple delivery strategies, implementation for challenging areas and populations, and integration with national systems. Introduction of vaccines or other health interventions, particularly those involving new target groups or delivery strategies, needs flexible funding approaches to address specific questions of scalability and sustainability, including learning lessons through phased national expansion.

Supporting Instruction By Defining Conceptual Relevance Of Materials: Alignment Of Resources To An Earth Systems Framework

NASA Astrophysics Data System (ADS)

Menicucci, A. J.; Bean, J. R.

2017-12-01

Environmental, geological, and climatological sciences are important facets of physical science education. However, it is often difficult for educators to acquire the necessary resources to facilitate content explanations, and demonstration of the conceptual links between individual lessons. The Understanding Global Change (UGC) Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley is aligning new and existing Earth systems educational resources that are high-quality, interactive and inquiry based. Learning resources are organized by the UGC framework topics (Causes of Change, How the Earth System Works, and Measurable Changes), and focus on exploring topic relationships. Resources are currently aligned with both the UGC framework and the Next Generation Science Standards (NGSS), facilitating broad utility among K-16 educators. The overarching goal of the UGC Project is to provide the necessary resources that guide the construction of coherent, interdisciplinary instructional units. These units can be reinforced through system models, providing visual learning scaffolds for assessments of student content knowledge. Utilizing the central framework of UGC alleviates the long-standing problem of creating coherent instructional units from multiple learning resources, each organized and categorized independently across multiple platforms that may not provide explicit connections among Earth science subjects UGC topic cross listing of learning modules establishes conceptual links. Each resource is linked across several Earth system components, facilitating exploration of relationships and feedbacks between processes. Cross listed topics are therefore useful for development of broad picture learning goals via targeted instructional units. We also anticipate cultivating summaries of the explicit conceptual links explored in each resource from both current teachers and content specialists. Insructional units currated and aligned under the UGC framework therefore have the potential for users to develop and impliment inderdisciplinary lesson plans, including multi-segmented units designed to function as independent educational segments, that combine to provide broader subject exploration and deeper understanding of Earth system relationships.

Children and Their Digital Dossiers: Lessons in Privacy Rights in the Digital Age

ERIC Educational Resources Information Center

Berson, Ilene R.; Berson, Michael J.

2006-01-01

The right to privacy is a firmly entrenched democratic principle that has been inferred in the U.S. Constitution and protected by the Fourteenth Amendment as a liberty of personal autonomy. It is the statutory right to privacy that has been most closely aligned with data protection as a form of self-protection. The U.S. Federal Trade Commission…

The Bridge between Today's Lesson and Tomorrow's

ERIC Educational Resources Information Center

Tomlinson, Carol Ann

2014-01-01

A lot of people talk about the value of formative assessment, but Carol Ann Tomlinson points out that, too often, it is reduced to a mechanism for raising end-of-year-test scores when it should be an ongoing exchange between a teacher and his or her students designed to help students grow. When aligned with current content goals, it can help…

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

ERIC Educational Resources Information Center

Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

2016-01-01

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and…

What Does Research Say about the Ideal Condition for Students Learning Mathematics?--A "Baker's Dozen" Articles to Inform Secondary Teaching

ERIC Educational Resources Information Center

Jones, Karrie A.; Vermette, Paul J.; Jones, Jennifer L.

2012-01-01

In seeking to align the everyday decision-making and lesson delivery of secondary teachers to current research in mathematics education, this piece provides an application of theory into classroom practice. By focusing on a sample of 13 quantitative and qualitative research studies of pedagogical best practice published since 2000, a set of…

Toward a New Transatlantic Compact

DTIC Science & Technology

2008-08-01

not replaced by a new and better concept, one aligned with the changed strategic environment, NATO will increasingly be left without a map or compass...launched in the face of widespread opposition. Since then, the United States has learned difficult lessons about the limits of military intervention in... intervention in Afghanistan, and in pursuing cooperative diplomacy toward Iran, suggest that similar cooperation might be possible in writing a new

Evaluating the National Guard Domestic Operations Force Structure

DTIC Science & Technology

2016-06-01

AU/ACSC/2016 AIR COMMAND AND STAFF COLLEGE DISTANCE LEARNING AIR UNIVERSITY EVALUATING THE NATIONAL GUARD DOMESTIC OPERATIONS FORCE...data will be blended together to identify trends and gaps in manpower, training, mission roles and force alignment. Since the NG HRFs and CERFPs are...decrease in the amount of No-Gos observed during these evaluations. This is perhaps a positive indicator that units are applying lessons learned

Thermal Design, Tvac Testing, and Lessons Learned for Critical GSE of ATLAS and the ICESat-2 Mission

NASA Technical Reports Server (NTRS)

Bradshaw, Heather

2016-01-01

This presentation describes the thermal design of the three main of optical components which comprise the Bench Checkout Equipment (BCE) for the Advanced Topographic Laser Altimeter System (ATLAS) instrument, which is flying on the ICESat-2 mission. Thermal vacuum testing of these components is also described in this presentation, as well as a few lessons learned. These BCE components serve as critical GSE for the mission; their purpose is to verify ATLAS is performing well. It has been said that, in one light, the BCE is the most important part of ATLAS, since, without it, ATLAS cannot be aligned properly or its performance verified before flight. Therefore, careful attention was paid to the BCEs thermal design, development, and component-level Tvac testing prior to its use in instrument-level and spacecraft-level Tvac tests with ATLAS. This presentation describes that thermal design, development, and testing, as well as a few lessons learned.

Student Interactives--A new Tool for Exploring Science.

NASA Astrophysics Data System (ADS)

Turner, C.

2005-05-01

Science NetLinks (SNL), a national program that provides online teacher resources created by the American Association for the Advancement of Science (AAAS), has proven to be a leader among educational resource providers in bringing free, high-quality, grade-appropriate materials to the national teaching community in a format that facilitates classroom integration. Now in its ninth year on the Web, Science NetLinks is part of the MarcoPolo Consortium of Web sites and associated state-based training initiatives that help teachers integrate Internet content into the classroom. SNL is a national presence in the K-12 science education community serving over 700,000 teachers each year, who visit the site at least three times a month. SNL features: High-quality, innovative, original lesson plans aligned to Project 2061 Benchmarks for Science Literacy, Original Internet-based interactives and learning challenges, Reviewed Web resources and demonstrations, Award winning, 60-second audio news features (Science Updates). Science NetLinks has an expansive and growing library of this educational material, aligned and sortable by grade band or benchmark. The program currently offers over 500 lessons, covering 72% of the Benchmarks for Science Literacy content areas in grades K-12. Over the past several years, there has been a strong movement to create online resources that support earth and space science education. Funding for various online educational materials has been available from many sources and has produced a variety of useful products for the education community. Teachers, through the Internet, potentially have access to thousands of activities, lessons and multimedia interactive applications for use in the classroom. But, with so many resources available, it is increasingly more difficult for educators to locate quality resources that are aligned to standards and learning goals. To ensure that the education community utilizes the resources, the material must conform to a format that allows easy understanding, evaluation and integration. Science NetLinks' material has been proven to satisfy these criteria and serve thousands of teachers every year. All online interactive materials that are created by AAAS are aligned to AAAS Project 2061 Benchmarks, which mirror National Science Standards, and are developed based on a rigorous set of criteria. For the purpose of this forum we will provide an overview that explains the need for more of these materials in the earth and space education, a review of the criteria for creating these materials and show examples of online materials created by AAAS that support earth and space science.

Perceived barriers to effective implementation of public reporting of hospital performance data in Australia: a qualitative study.

PubMed

Canaway, Rachel; Bismark, Marie; Dunt, David; Kelaher, Margaret

2017-06-07

Public reporting of government funded (public) hospital performance data was mandated in Australia in 2011. Studies suggest some benefit associated with such public reporting, but also considerable scope to improve reporting systems. In 2015, a purposive sample of 41 expert informants were interviewed, representing consumer, provider and purchasers perspectives across Australia's public and private health sectors, to ascertain expert opinion on the utility and impact of public reporting of health service performance. Qualitative data was thematically analysed with a focus on reporting perceived strengths and barriers to public reporting of hospital performance data (PR). Many more weaknesses and barriers to PR were identified than strengths. Barriers were: conceptual (unclear objective, audience and reporting framework); systems-level (including lack of consumer choice, lack of consumer and clinician involvement, jurisdictional barriers, lack of mandate for private sector reporting); technical and resource related (including data complexity, lack of data relevance consistency, rigour); and socio-cultural (including provider resistance to public reporting, poor consumer health literacy, lack of consumer empowerment). Perceptions of the Australian experience of PR highlight important issues in its implementation that can provide lessons for Australia and elsewhere. A considerable weakness of PR in Australia is that the public are often not considered its major audience, resulting in information ineffectually framed to meet the objective of PR informing consumer decision-making about treatment options. Greater alignment is needed between the primary objective of PR, its audience and audience needs; more than one system of PR might be necessary to meet different audience needs and objectives. Further research is required to assess objectively the potency of the barriers to PR suggested by our panel of informants.

A qualitative content analysis of global health engagements in Peacekeeping and Stability Operations Institute's stability operations lessons learned and information management system.

PubMed

Nang, Roberto N; Monahan, Felicia; Diehl, Glendon B; French, Daniel

2015-04-01

Many institutions collect reports in databases to make important lessons-learned available to their members. The Uniformed Services University of the Health Sciences collaborated with the Peacekeeping and Stability Operations Institute to conduct a descriptive and qualitative analysis of global health engagements (GHEs) contained in the Stability Operations Lessons Learned and Information Management System (SOLLIMS). This study used a summative qualitative content analysis approach involving six steps: (1) a comprehensive search; (2) two-stage reading and screening process to identify first-hand, health-related records; (3) qualitative and quantitative data analysis using MAXQDA, a software program; (4) a word cloud to illustrate word frequencies and interrelationships; (5) coding of individual themes and validation of the coding scheme; and (6) identification of relationships in the data and overarching lessons-learned. The individual codes with the most number of text segments coded included: planning, personnel, interorganizational coordination, communication/information sharing, and resources/supplies. When compared to the Department of Defense's (DoD's) evolving GHE principles and capabilities, the SOLLIMS coding scheme appeared to align well with the list of GHE capabilities developed by the Department of Defense Global Health Working Group. The results of this study will inform practitioners of global health and encourage additional qualitative analysis of other lessons-learned databases. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Naval Postgraduate School Research. Volume 14, Number 1, February 2004

DTIC Science & Technology

2004-02-01

PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES...this review were to ensure officers continue to receive high quality, relevant, and responsive graduate education aligned to defense needs...Initiative (COSSI), Earned Value Management System (EVMS), Activity-Based Costing (ABC), Value Engineering, and lessons from R-TOC Pilots. Sponsored

Intermediate Greek EFL Learners' Attitudes to On-Line Teaching Practices: A Blended Task-Based English Language Learning Approach

ERIC Educational Resources Information Center

Liontou, Trisevgeni

2015-01-01

This paper reports on a one-year longitudinal study that adopted a blended teaching approach based on designing and implementing an online EFL course to be used by Greek students aged 13-14 years old along their more traditional face-to-face lessons. The reason for creating a more dynamic learning environment aligned with the rest of the…

A Boresight Adjustment Mechanism for use on Laser Altimeters

NASA Technical Reports Server (NTRS)

Hakun, Claef; Budinoff, Jason; Brown, Gary; Parong, Fil; Morell, Armando

2004-01-01

This paper describes the development of the Boresight Adjustment Mechanism (BAM) for the Geoscience Laser Altimeter System (GLAS) Instrument. The BAM was developed late in the integration and test phase of the GLAS instrument flight program. Thermal vacuum tests of the GLAS instrument indicated that the instrument boresight alignment stability over temperature may be marginal. To reduce the risk that GLAS may not be able to meet the boresight alignment requirements, an intensive effort was started to develop a BAM. Observatory-level testing and further evaluation of the boresight alignment data indicated that sufficient margin could be obtained utilizing existing instrument resources and therefore the BAM was never integrated onto the GLAS Instrument. However, the BAM was designed fabricated and fully qualified over a 4 month timeframe to be capable of precisely steering (< 1 arcsec over 300 arcsec) the output of three independent lasers to ensure the alignment between the transmit and receive paths of the GLAS instrument. The short timeline for the development of the mechanism resulted in several interesting design solutions. This paper discusses the requirement definition, design, and testing processes of the BAM development effort, how the design was affected by the extremely tight development schedule, and the lessons learned throughout the process.

NASA Goddard Space Flight Center presents Enhancing Standards Based Science Curriculum through NASA Content Relevancy: A Model for Sustainable Teaching-Research Integration Dr. Robert Gabrys, Raquel Marshall, Dr. Evelina Felicite-Maurice, Erin McKinley

NASA Astrophysics Data System (ADS)

Marshall, R. H.; Gabrys, R.

2016-12-01

NASA Goddard Space Flight Center has developed a systemic educator professional development model for the integration of NASA climate change resources into the K-12 classroom. The desired outcome of this model is to prepare teachers in STEM disciplines to be globally engaged and knowledgeable of current climate change research and its potential for content relevancy alignment to standard-based curriculum. The application and mapping of the model is based on the state education needs assessment, alignment to the Next Generation Science Standards (NGSS), and implementation framework developed by the consortium of district superintendents and their science supervisors. In this presentation, we will demonstrate best practices for extending the concept of inquiry-based and project-based learning through the integration of current NASA climate change research into curriculum unit lessons. This model includes a significant teacher development component focused on capacity development for teacher instruction and pedagogy aimed at aligning NASA climate change research to related NGSS student performance expectations and subsequent Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas, a need that was presented by the district steering committee as critical for ensuring sustainability and high-impact in the classroom. This model offers a collaborative and inclusive learning community that connects classroom teachers to NASA climate change researchers via an ongoing consultant/mentoring approach. As a result of the first year of implementation of this model, Maryland teachers are implementing NGSS unit lessons that guide students in open-ended research based on current NASA climate change research.

Research findings from the Memories of Nursing oral history project.

PubMed

Thomas, Gail; Rosser, Elizabeth

2017-02-23

Capturing the stories of nurses who practised in the past offers the opportunity to reflect on the changes in practice over time to determine lessons for the future. This article shares some of the memories of a group of 16 nurses who were interviewed in Bournemouth, UK, between 2009 and 2016. Thematic analysis of the interview transcripts identified a number of themes, three of which are presented: defining moments, hygiene and hierarchy. The similarities and differences between their experiences and contemporary nursing practice are discussed to highlight how it may be timely to think back in order to take practice forward positively in the future.

Lessons Learned from the Protección en Construcción Community Research Partnership.

PubMed

Martinez, Linda Sprague; Ndulue, Uchenna J; Brunette, Maria J

2012-01-01

PenC seeks to build community-university-labor partnership in order to design, implement and evaluate an intervention aimed at preventing falls and silica exposure among Latino construction workers. This study evaluated the PenC partnership process. Semi-structured partner interviews and surveys were used. Thematic, univariate and bivariate analyses were conducted; results were presented back to partners who then provided data context. Although all partners report increased capacity including new connections and knowledge, resident researchers, here promotores, are much more likely to share information with their neighbors and other local residents. Engaging residents can lead to deeper community penetration.

Lessons Learned from the Protección en Construcción Community Research Partnership

PubMed Central

Martinez, Linda Sprague; Ndulue, Uchenna J.; Brunette, Maria J.

2015-01-01

PenC seeks to build community-university-labor partnership in order to design, implement and evaluate an intervention aimed at preventing falls and silica exposure among Latino construction workers. This study evaluated the PenC partnership process. Semi-structured partner interviews and surveys were used. Thematic, univariate and bivariate analyses were conducted; results were presented back to partners who then provided data context. Although all partners report increased capacity including new connections and knowledge, resident researchers, here promotores, are much more likely to share information with their neighbors and other local residents. Engaging residents can lead to deeper community penetration. PMID:26005517

The surgical learning and instructional portfolio: what residents at a single institution are learning.

PubMed

Webb, Travis P; Merkley, Taylor R

2011-03-01

The Accreditation Council for Graduate Medical Education (ACGME) Learning Portfolio is recommended as a tool to develop and document reflective, practice-based learning and improvement. There is no consensus regarding the appropriate content of a learning portfolio in medical education. Studying lessons selected for inclusion in their learning portfolios by surgical trainees could help identify useful subject matter for this purpose. Each month, all residents in our surgery residency program submit entries into their individual Surgical Learning and Instructional Portfolio (SLIP). The SLIP entries from July 2008 to 2009 (n = 420) were deidentified and randomized using a random number generator. We conducted a thematic content analysis of 50 random portfolio entries to identify lessons learned. Two independent raters analyzed the "3 lessons learned" portion of the portfolio entries and identified themes and subthemes using the constant comparative method used in grounded theory. The collaborative coding process resulted in theme saturation after the identification of 7 themes and their subthemes. Themes in decreasing order of frequency included complications, disease epidemiology, disease presentation, surgical management of disease, medical management of disease, operative techniques, and pathophysiology. Junior residents chose to focus on a broad array of foundational topics including disease presentation, epidemiology, and overall management of diseases, whereas postgraduate year-4 (PGY-4) and PGY-5 residents most frequently chose to focus on complications as learning points. Lessons learned reflect perceived needs of the trainees based on training year. When given a template to follow, junior and senior residents choose to reflect on different subject matter to meet their learning goals.

The Surgical Learning and Instructional Portfolio: What Residents at a Single Institution Are Learning

PubMed Central

Webb, Travis P; Merkley, Taylor R

2011-01-01

Background The Accreditation Council for Graduate Medical Education (ACGME) Learning Portfolio is recommended as a tool to develop and document reflective, practice-based learning and improvement. There is no consensus regarding the appropriate content of a learning portfolio in medical education. Studying lessons selected for inclusion in their learning portfolios by surgical trainees could help identify useful subject matter for this purpose. Methods Each month, all residents in our surgery residency program submit entries into their individual Surgical Learning and Instructional Portfolio (SLIP). The SLIP entries from July 2008 to 2009 (n = 420) were deidentified and randomized using a random number generator. We conducted a thematic content analysis of 50 random portfolio entries to identify lessons learned. Two independent raters analyzed the “3 lessons learned” portion of the portfolio entries and identified themes and subthemes using the constant comparative method used in grounded theory. Results The collaborative coding process resulted in theme saturation after the identification of 7 themes and their subthemes. Themes in decreasing order of frequency included complications, disease epidemiology, disease presentation, surgical management of disease, medical management of disease, operative techniques, and pathophysiology. Junior residents chose to focus on a broad array of foundational topics including disease presentation, epidemiology, and overall management of diseases, whereas postgraduate year-4 (PGY-4) and PGY-5 residents most frequently chose to focus on complications as learning points. Conclusions Lessons learned reflect perceived needs of the trainees based on training year. When given a template to follow, junior and senior residents choose to reflect on different subject matter to meet their learning goals. PMID:22379531

Explorations of Tenth-Grade STS[E] Curricula across Three Provincial Political Landscapes

NASA Astrophysics Data System (ADS)

Phillips, Christina Ann

This thesis focuses on explorations of science, technology, society and the environment (i.e., STS[E]) outcomes/expectations in tenth-grade level science curricula across three Canadian provinces (i.e., Alberta, Manitoba & Ontario) with distinctive provincial political environments at the time of curriculum construction and/or implementation. Document analysis, discourse analysis and a range of theoretical frameworks (i.e., Levinson, 2010; Pedretti & Nazir, 2011 & Krathwohl, 2002) were used to aid in explorations of STS[E] curriculum segments and discourses in each provincial region. More detailed analysis and thematic exploration is presented for each unit associated with climate change as some interesting patterns emerged following initial analysis. My findings are presented as three comparative case studies and represent a small and original contribution to the large body of scholarly research devoted to studies of STS[E] education, where each province represents a unique case that has been explored regarding some aspects the STS[E] curriculum outcomes/expectations and general political culture as well as some other theoretical factors. Findings from this study indicate that Alberta's STS[E] outcomes may be related to Levinson's (2010) 'deliberative' citizenship focus. The following currents from Pedretti and Nazir (2011) appear to be emphasized: logical reasoning, historical, application & design and socio-cultural aligned outcomes when STS[E] is considered as an entity separate from the Alberta curriculum combination of STS and Knowledge. Ontario's STS[E] expectations may align with Levinson's (2010) 'deliberative' or in some select cases a 'deliberative'/'praxis' framework category with some emphasis related to logical reasoning and socio-cultural awareness (Pedretti & Nazir, 2011) in their STS[E] curriculum. The Manitoba STS[E] outcomes may be aligned with a more 'deliberative' approach with some associations that could intersect with the framework categories of 'praxis' or possibly 'dissent and conflict' (Levinson, 2010) and the logical reasoning, socio-cultural and socio-ecojustice currents (Pedretti & Nazir, 2011). General provincial political culture seems to play a limited role in the STS[E] outcomes/expectations as the provinces studied here all tend to align with Levinson's (2010) deliberative citizenship stance (i.e., to varying degrees), with some caveats as explored throughout these cases. A chapter on cross-case analysis follows the three central cases and focuses on the following categories that emerged from this research: STS[E] ontology; STS[E] & citizenship and socio-economic thematic explorations. The final chapter of this thesis focuses on some additional factors and theoretical explorations that may shape STS[E] curricula such as cultural-geographic considerations; educational-political interactions during curriculum construction processes and possible influences from academic scientists. This chapter also provides some recommendations for curriculum development as aligned with case study approaches and provides insights regarding possibilities for future research.

Navy CG(X) Cruiser Program: Background for Congress

DTIC Science & Technology

2010-06-10

PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES...Navy’s Top Officer Sees Lessons in Shipbuilding Program Failures,” GovernmentExecutive.com, September 24, 2008) quoted Admiral Gary Roughead, the Chief...procuring CG(X)s was properly aligned with foreign-country ballistic missile development programs. A 2005 defense trade press report, for example, stated

Navy CG(X) Cruiser Program: Background for Congress

DTIC Science & Technology

2010-04-08

PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES...Inside the Navy, October 27, 2008. Another press report (Katherine McIntire Peters, “Navy’s Top Officer Sees Lessons in Shipbuilding Program Failures...have changed.37 A related question was whether the schedule for procuring CG(X)s was properly aligned with foreign-country ballistic missile

Navy CG(X) Cruiser Program: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2008-11-18

ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES... Lessons in Shipbuilding Program Failures,” GovernmentExecutive.com, September 24, 2008) quoted Admiral Gary Roughead, the Chief of Naval Operations, as...the schedule for procuring CG(X)s is properly aligned with foreign-country ballistic missile development programs. A 2005 defense trade press report

Syria’s Salafi Networks: More Local Than You Think

DTIC Science & Technology

2014-01-01

first, a brief background of Salafism in Syria; then a look at the range of Salafists within the Syrian opposition; next, Salafi lessons from Iraq...government is proposed. Salafism in Syria Salafism has deep roots in Syria. Most modern Salafists look to the writings of four- teenth-century Syrian...approach to Salafism that is both academic and practical: willing to accommodate Muslim leaders even if they are aligned with Western and secular

Piloting a nationally disseminated, interactive human subjects protection program for community partners: unexpected lessons learned from the field.

PubMed

Solomon, Stephanie; Bullock, Sherita; Calhoun, Karen; Crosby, Lori; Eakin, Brenda; Franco, Zeno; Hardwick, Emily; Holland, Samuel; Leinberger-Jabari, Andrea; Newton, Gail; Odell, Jere; Paberzs, Adam; Spellecy, Ryan

2014-04-01

Funders, institutions, and research organizations are increasingly recognizing the need for human subjects protections training programs for those engaged in academic research. Current programs tend to be online and directed toward an audience of academic researchers. Research teams now include many nonacademic members, such as community partners, who are less likely to respond to either the method or the content of current online trainings. A team at the CTSA-supported Michigan Institute for Clinical and Health Research at the University of Michigan developed a pilot human subjects protection training program for community partners that is both locally implemented and adaptable to local contexts, yet nationally consistent and deliverable from a central administrative source. Here, the developers of the program and the collaborators who participated in the pilot across the United States describe 10 important lessons learned that align with four major themes: The distribution of the program, the implementation of the program, the involvement of community engagement in the program, and finally lessons regarding the content of the program. These lessons are relevant to anyone who anticipates developing or improving a training program that is developed in a central location and intended for local implementation. © 2014 Wiley Periodicals, Inc.

Piloting a Nationally Disseminated, Interactive Human Subjects Protection Program for Community Partners: Unexpected Lessons Learned from the Field

PubMed Central

Bullock, Sherita; Calhoun, Karen; Crosby, Lori; Eakin, Brenda; Franco, Zeno; Hardwick, Emily; Leinberger‐Jabari, Andrea; Newton, Gail; Odell, Jere; Paberzs, Adam; Spellecy, Ryan

2014-01-01

Abstract Funders, institutions, and research organizations are increasingly recognizing the need for human subjects protections training programs for those engaged in academic research. Current programs tend to be online and directed toward an audience of academic researchers. Research teams now include many nonacademic members, such as community partners, who are less likely to respond to either the method or the content of current online trainings. A team at the CTSA‐supported Michigan Institute for Clinical and Health Research at the University of Michigan developed a pilot human subjects protection training program for community partners that is both locally implemented and adaptable to local contexts, yet nationally consistent and deliverable from a central administrative source. Here, the developers of the program and the collaborators who participated in the pilot across the United States describe 10 important lessons learned that align with four major themes: The distribution of the program, the implementation of the program, the involvement of community engagement in the program, and finally lessons regarding the content of the program. These lessons are relevant to anyone who anticipates developing or improving a training program that is developed in a central location and intended for local implementation. PMID:24720349

Time delay and integration array (TDI) using charge transfer device technology. Phase 2, volume 1: Technical

NASA Technical Reports Server (NTRS)

1977-01-01

The 20x9 TDI array was developed to meet the LANDSAT Thematic Mapper Requirements. This array is based upon a self-aligned, transparent gate, buried channel process. The process features: (1) buried channel, four phase, overlapping gate CCD's for high transfer efficiency without fat zero; (2) self-aligned transistors to minimize clock feedthrough and parasitic capacitance; and (3) transparent tin oxide electrode for high quantum efficiency with front surface irradiation. The requirements placed on the array and the performance achieved are summarized. This data is the result of flat field measurements only, no imaging or dynamic target measurements were made during this program. Measurements were performed with two different test stands. The bench test equipment fabricated for this program operated at the 8 micro sec line time and employed simple sampling of the gated MOSFET output video signal. The second stand employed Correlated Doubled Sampling (CDS) and operated at 79.2 micro sec line time.

Sustaining Lesson Study: Resources and Factors that Support and Constrain Mathematics Teachers' Ability to Continue After the Grant Ends

NASA Astrophysics Data System (ADS)

Druken, Bridget Kinsella

Lesson study, a teacher-led vehicle for inquiring into teacher practice through creating, enacting, and reflecting on collaboratively designed research lessons, has been shown to improve mathematics teacher practice in the United States, such as improving knowledge about mathematics, changing teacher practice, and developing communities of teachers. Though it has been described as a sustainable form of professional development, little research exists on what might support teachers in continuing to engage in lesson study after a grant ends. This qualitative and multi-case study investigates the sustainability of lesson study as mathematics teachers engage in a district scale-up lesson study professional experience after participating in a three-year California Mathematics Science Partnership (CaMSP) grant to improve algebraic instruction. To do so, I first provide a description of material (e.g. curricular materials and time), human (attending district trainings and interacting with mathematics coaches), and social (qualities like trust, shared values, common goals, and expectations developed through relationships with others) resources present in the context of two school districts as reported by participants. I then describe practices of lesson study reported to have continued. I also report on teachers' conceptions of what it means to engage in lesson study. I conclude by describing how these results suggest factors that supported and constrained teachers' in continuing lesson study. To accomplish this work, I used qualitative methods of grounded theory informed by a modified sustainability framework on interview, survey, and case study data about teachers, principals, and Teachers on Special Assignment (TOSAs). Four cases were selected to show the varying levels of lesson study practices that continued past the conclusion of the grant. Analyses reveal varying levels of integration, linkage, and synergy among both formally and informally arranged groups of teachers. High levels of integration and linkage among groups of teachers supported them in sustaining lesson study practices. Groups of teachers with low levels of integration but with linked individuals sustained some level of practices, whereas teachers with low levels of integration and linkage constrained them in continuing lesson study at their site. Additionally, teachers' visions of lesson study and its uses shaped the types of activities teachers engaged, with well-developed conceptions of lesson study supporting and limited visions constraining the ability to attract or align resources to continue lesson study practices. Principals' support, teacher autonomy, and cultures of collaboration or isolation were also factors that either supported or constrained teachers' ability to continue lesson study. These analyses provide practical implications on how to support mathematics teachers in continuing lesson study, and theoretical contributions on developing the construct of sustainability within mathematics education research.

Interdisciplinary Climate Change Curriculum Materials based on the Next Generation Science Standards and The Earth Charter

NASA Astrophysics Data System (ADS)

Barbosa, A.; Robertson, W. H.

2013-12-01

In the 2012, the National Research Council (NRC) of the National Academies' reported that one of the major issues associated with the development of climate change curriculum was the lack of interdisciplinary materials that also promoted a correlation between science standards and content. Therefore, in order to respond to this need, our group has developed an interdisciplinary climate change curriculum that has had as its fundamental basis the alignment with the guidelines presented by the Next Generation Science Standards (NGSS) and the ones presented by the international document entitled The Earth Charter. In this regards, while the alignment with NGSS disciplinary core ideas, cross-concepts and students' expectations intended to fulfill the need for the development of climate change curriculum activities that were directly associated with the appropriate set of NGSS guidelines, the alignment with The Earth Charter document intended to reinforce the need the for the integration of sociological, philosophical and intercultural analysis of the theme 'climate change'. Additionally, our curriculum was also developed as part of a collaborative project between climate scientists and engineers, who are responsible for the development of a Regional Arctic Simulation Model (RASM). Hence, another important curriculum constituent was the feedback, suggestions and reviews provided by these professionals, who have also contributed to these pedagogical materials' scientific accuracy by facilitating the integration of datasets and visualizations developed by RASM. Furthermore, our group has developed a climate change curriculum for two types of audience: high school and early undergraduate students. Each curriculum unit is divided into modules and each module contains a set of lesson plans. The topics selected to compose each unit and module were designated according to the surveys conducted with scientists and engineers involved with the development of the climate change simulation model. Inside each module, we have provided a description of the general topic being addressed, the appropriate grade levels, students' required prior knowledge, the correspondent NGSS topics, disciplinary core ideas and students' performance expectations, purpose of the activities, and lesson plan activities. Each lesson plan activity is composed by the following: an introductory text that aims at explaining the topic, activities description (classroom tasks and optional classroom activities), time frame, materials, assessment, additional readings and online resources (scientific journals, online simulation models, and books). Each module presents activities and discussions that incorporate historical, philosophical, sociological and/or scientific perspectives on the topics being addressed. Moreover, the activities and lesson plans designed to compose our curriculum have the potential of being used either individually or together, according to the teacher and topic of interest, at the same time that each unit can also be used as a full semester course.

Primary Care and Public Health Activities in Select US Health Centers: Documenting Successes, Barriers, and Lessons Learned

PubMed Central

Shi, Leiyu; Chowdhury, Joya; Sripipatana, Alek; Zhu, Jinsheng; Sharma, Ravi; Hayashi, A. Seiji; Daly, Charles A.; Tomoyasu, Naomi; Nair, Suma; Ngo-Metzger, Quyen

2012-01-01

Objectives. We examined primary care and public health activities among federally funded health centers, to better understand their successes, the barriers encountered, and the lessons learned. Methods. We used qualitative and quantitative methods to collect data from 9 health centers, stratified by administrative division, urban–rural location, and race/ethnicity of patients served. Descriptive data on patient and institutional characteristics came from the Uniform Data System, which collects data from all health centers annually. We administered questionnaires and conducted phone interviews with key informants. Results. Health centers performed well on primary care coordination and community orientation scales and reported conducting many essential public health activities. We identified specific needs for integrating primary care and public health: (1) more funding for collaborations and for addressing the social determinants of health, (2) strong leadership to champion collaborations, (3) trust building among partners, with shared missions and clear expectations of responsibilities, and (4) alignment and standardization of data collection, analysis, and exchange. Conclusions. Lessons learned from health centers should inform strategies to better integrate public health with primary care. PMID:22690975

Identifying people with type 2 diabetes and those at risk: lessons from the measure your waist (MY-WAIST) mixed-methods study in UK primary care.

PubMed

Aujla, Navneet; Stone, Margaret A; Taub, Nicholas; Davies, Melanie J; Khunti, Kamlesh

2013-12-01

This paper focuses mainly on explanations and lessons from a research-based programme for identifying undiagnosed type 2 diabetes and high risk. In addition to outlining key quantitative findings, we specifically aim to explore reasons for low uptake from the perspective of primary care staff involved. The MY-WAIST study was conducted in UK primary care and included the use of oral glucose tolerance tests (OGTTs) and waist measurement. Qualitative data from interviews with healthcare providers and records of meetings were analysed thematically. The key quantitative finding was low uptake of the assessments offered (8.6% overall, 2.6% in inner-city locations with high South Asian residency). In addition to confirming patient-reported barriers including those associated with OGTTs, qualitative findings highlighted a number of primary care provider barriers, including limited staff capacity. Interviewees suggested that those who attended were typically the 'worried well' rather than those from hard-to-reach groups. Implications discussed include the impact of low uptake on the usefulness of the quantitative data obtained, and lessons relevant to research design. Relevance to current guidance regarding early identification strategies is discussed and the importance of addressing the needs of less accessible groups is highlighted. Copyright © 2013 Primary Care Diabetes Europe. Published by Elsevier Ltd. All rights reserved.

Initiating New Science Partnerships in Rural Education (INSPIRE): Enhancing Scientific Communication by Bringing STEM Research into the Classroom

NASA Astrophysics Data System (ADS)

Pierce, D.; Radencic, S.; Funderburk, W. K.; Walker, R. M.; Jackson, B. S.; Dawkins, K. S.; Schmitz, D.; Bruce, L. M.; McNeal, K.

2014-12-01

INSPIRE, a five-year partnership between Mississippi State University and three local school districts, is designed to strengthen the communication skills of graduate Fellows in geosciences, physics, astronomy, chemistry, and engineering as they incorporate their research into inquiry-based lessons in 7th - 12th grade science and math classrooms. All lesson plans designed and taught by the graduate Fellows must include one or more connections to their research, and these connections must be demonstrated to the students during the lessons. International research partnerships with Australia, the Bahamas, England, and Poland provide valuable opportunities for graduate Fellows to conduct field work abroad and allow our partner teachers to have authentic research experiences that they can bring back to their classrooms. Program effectiveness has been examined using pre- and post-year attitudinal surveys, formal lesson plan documents, Fellow and teacher journals, focus group meetings with a project evaluator, and direct observation of Fellow-led classroom activities. Analyses of data gathered during the past four years of the partnership will be presented that examine the diversity in approaches taken by Fellows to communicate big ideas, changes in the ability of Fellows to find connections between their research and classroom lessons while keeping them aligned with state and national standards, and the quality of the mentorship provided to the Fellows by our partner teachers. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program of the National Science Foundation (Award No. DGE-0947419).

Sunspots Resource--From Ancient Cultures to Modern Research

NASA Astrophysics Data System (ADS)

Craig, N.

2000-10-01

Sunspots is a web-based lesson that was developed by the Science Education Gateway (SEGway) program with participants from the Exploratorium, a well known science Museum in San Francisco, UC Berkeley Space Sciences Laboratory, and teachers from several California schools. This space science resource allows 8-12 grade students to explore the nature of sunspots and the history of solar physics in its effort to understand their nature. Interviews with solar physicists and archeo-astronomers, historic images, cutting-edge NASA images, movies, and research results, as well as a student-centered sunspot research activity using NASA space science data defines this lesson. The sunspot resource is aligned with the NCTM and National Science Education Standards. It emphasizes inquiry-based methods and mathematical exercises through measurement, graphic data representation, analysis of NASA data, lastly, interpreting results and drawing conclusions. These resources have been successfully classroom tested in 4 middle schools in the San Francisco Unified School District as part of the 3-week Summer School Science curricula. Lessons learned from the Summer School 1999 will be explained. This resource includes teacher-friendly lesson plans, space science background material and student worksheets. There will be Sunspots lesson CD-ROM and printed version of the relevant classroom-ready materials and a teacher resource booklet available. Sunspot resource is brought to you by, The Science Education Gateway - SEGway - Project, and the HESSI satellite and NASA's Office of Space Science Sun-Earth Connection Education Forum.

Science Teaching and Argumentation: One-sided versus dialectical argumentation in Chilean middle-school science lessons

NASA Astrophysics Data System (ADS)

Larrain, Antonia; Freire, Paulina; Howe, Christine

2014-04-01

Since the late 1990s, there has been consensus among educational researchers that argumentation should play a central role in science education. Although there has been extensive relevant research, it is not clear enough how oral argumentation spontaneously occurs in science teaching. This is particularly important with regard to the empirical evidence suggesting the effect of discussion of contradictory views on scientific learning. In order to contribute to the research on argumentation in science teaching, we conducted a study that aims to sketch a panoramic view of the uses of oral argumentation in Chilean middle-school science teaching. A total of 153 videotaped science lessons were observed, involving students aged 10-11 and 12-13. Whole-class argumentative discourse was analysed as a function of thematic episodes and teachers' and students' utterances. Results suggest that argumentative discourse in which contradictory points of view are discussed is scarce but when it occurs it does so predominantly within discourse among students. On the contrary, argumentation aimed at justifying points of view is widely used, even more so when students are older.

Strategies for Building Peer Surgical Coaching Relationships.

PubMed

Beasley, Heather L; Ghousseini, Hala N; Wiegmann, Douglas A; Brys, Nicole A; Pavuluri Quamme, Sudha R; Greenberg, Caprice C

2017-04-19

Peer surgical coaching is a promising approach for continuing professional development. However, scant guidance is available for surgeons seeking to develop peer-coaching skills. Executive coaching research suggests that effective coaches first establish a positive relationship with their coachees by aligning role and process expectations, establishing rapport, and cultivating mutual trust. To identify the strategies used by peer surgical coaches to develop effective peer-coaching relationships with their coachees. Drawing on executive coaching literature, a 3-part framework was developed to examine the strategies peer surgical coaches (n = 8) used to initially cultivate a relationship with their coachees (n = 11). Eleven introductory 1-hour meetings between coaching pairs participating in a statewide surgical coaching program were audiorecorded, transcribed, and coded on the basis of 3 relationship-building components. Once coded, thematic analysis was used to organize coded strategies into thematic categories and subcategories. Data were collected from October 10, 2014, to March 20, 2015. Data analysis took place from May 26, 2015, to July 20, 2016. Strategies and potentially counterproductive activities for building peer-coaching relationships in the surgical context to inform the future training of surgical coaches. Coaches used concrete strategies to align role and process expectations about the coaching process, to establish rapport, and to cultivate mutual trust with their coachees during introductory meetings. Potential coaching pitfalls are identified that could interfere with each of the 3 relationship-building components. Peer-nominated surgical coaches were provided with training on abstract concepts that underlie effective coaching practices in other fields. By identifying the strategies used by peer surgical coaches to operationalize these concepts, empirically based strategies to inform other surgical coaching programs are provided.

Settling into the midstream? Lessons for governance from the decade of nanotechnology

NASA Astrophysics Data System (ADS)

Bosso, Christopher

2016-06-01

This paper analyzes scholarly papers published from 2003 through 2013 on the general theme of nanotechnology and governance. It considers three general points: (1) the "problem" of nanotechnology; (2) general lessons for governance obtained; and (3) prospects for aligning the US regulatory system to the next generation of complex engineered nano-materials. It argues that engineered nano-materials and products are coming to market within an already mature regulatory framework of decade-old statutes, long-standing bureaucratic rules and routines, narrowly directive judicial decisions, and embedded institutional norms. That extant regulatory regime shapes how policymakers perceive, define, and address the relative benefits and risks of both proximate and yet-to-be idealized nano-materials and applications. The paper concludes that fundamental reforms in the extant regime are unlikely short of a perceived crisis.

SciNews: Incorporating Science Current Events in 21st Century Classrooms

NASA Astrophysics Data System (ADS)

DiMaggio, E.

2011-12-01

Middle school students are instructed with the aid of textbooks, lectures, and activities to teach topics that satisfy state standards. However, teaching materials created to convey standard-aligned science concepts often leave students asking how the content relates to their lives and why they should be learning it. Conveying relevance is important for student learning and retention, especially in science where abstract concepts can often be incorrectly perceived as irrelevant. One way to create an educational link between classroom content and everyday life is through the use of scientific current events. Students read, hear, and watch media coverage of natural events (such as the 2011 earthquake and tsunami in Japan), but do not necessarily relate the scientific information from media sources to classroom studies. Taking advantage of these brief 'teachable moments'--when student interest is high--provides a valuable opportunity to make classroom-to-everyday life associations and to incorporate inquiry based learning. To address this need, I create pre-packaged current event materials for middle to high school teachers that align to state standards, and which are short, effective, and easy to implement in the classroom. Each lesson takes approximately 15-30 minutes to implement, allowing teachers time to facilitate brief but meaningful discussions. I assemble materials within approximately one week of the regional or global science event, consisting of short slide shows, maps, videos, pictures, and real-time data. I use a listserv to send biweekly emails to subscribed instructors containing the current event topic and a link to download the materials. All materials are hosted on the Arizona State University Education Outreach SciNews website (http://sese.asu.edu/teacher-resources) and are archived. Currently, 285 educators subscribe to the SciNews listserv, representing 36 states and 19 countries. In order to assess the effectiveness and usefulness of SciNews materials, each lesson links to a brief online survey. I ask educators for basic information (grade level, number of students) as well as feedback on lesson content, accessibility of media types used, agreement with standards, and general comments on how to improve SciNews. Survey results show that SciNews lessons have been implemented in elementary through college classrooms. Comments express an overall agreement that Scinews lessons facilitate classroom discussion, heighten student interest in the topic, and that lessons are easy to use and modify. Current events help demonstrate to students that, unlike fact-filled textbooks suggest, science is not static and scientists are actively investigating many 'textbook' concepts. Showing students the process and progressive nature of scientific information reinforces critical thinking rather than pure memorization.

Navy CG(X) Cruiser Program: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2009-04-10

Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK...Sees Lessons in Shipbuilding Program Failures,” GovernmentExecutive.com, September 24, 2008) quoted Admiral Gary Roughead, the Chief of Naval...question is whether the schedule for procuring CG(X)s is properly aligned with foreign-country ballistic missile development programs. A 2005 defense

Navy CG(X) Cruiser Program: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2008-10-27

ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Congressional...report (Katherine McIntire Peters, “Navy’s Top Officer Sees Lessons in Shipbuilding Program Failures,” GovernmentExecutive.com, September 24, 2008) quoted...40 A related question is whether the schedule for procuring CG(X)s is properly aligned with foreign-country ballistic missile development programs. A

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2009-06-04

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...context of the best balance of the force overall. “While we agree on requirements—and the Navy and Marine Corps are pretty aligned on that—we have to...sequence and application of lessons learned for follow-on vessels in these programs

Navy CG(X) Cruiser Program: Background for Congress

DTIC Science & Technology

2010-09-28

NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS...Peters, “Navy’s Top Officer Sees Lessons in Shipbuilding Program Failures,” GovernmentExecutive.com, September 24, 2008) quoted Admiral Gary Roughead...number of CG(X)s could have changed.38 A related question was whether the schedule for procuring CG(X)s was properly aligned with foreign-country

Navy CG(X) Cruiser Program: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2009-09-18

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...October 27, 2008. Another press report (Katherine McIntire Peters, “Navy’s Top Officer Sees Lessons in Shipbuilding Program Failures... aligned with foreign-country ballistic missile development programs. A 2005 defense trade press report, for example, states that “navy officials

Navy CG(X) Cruiser Program: Background for Congress

DTIC Science & Technology

2010-02-26

5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS...Peters, “Navy’s Top Officer Sees Lessons in Shipbuilding Program Failures,” GovernmentExecutive.com, September 24, 2008) quoted Admiral Gary Roughead...CG(X)s could change.40 A related question was whether the schedule for procuring CG(X)s was properly aligned with foreign-country ballistic missile

Setting the Stage with Geometry: Lessons & Worksheets to Build Skills in Measuring Perimeter, Area, Surface Area, and Volume. Poster/Teaching Guide. Expect the Unexpected with Math[R

ERIC Educational Resources Information Center

Actuarial Foundation, 2013

2013-01-01

"Setting the Stage with Geometry" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards that is designed to help students in grades 6-8 build and reinforce basic geometry skills for measuring 2D and 3D shapes. Developed by The Actuarial Foundation, this program seeks to provide skill-building math…

Lesson study: Professional development and its impact on science teacher self-efficacy

NASA Astrophysics Data System (ADS)

Roberts, Megan Rae

This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal relationships is a relevant consideration in the development of science teacher's self-efficacy. From this study, it is apparent that teachers who are collaboratively involved in a supportive setting such as lesson study can increase their level of self-efficacy and thus improve their teaching practice.

Health System Creation and Integration at a Health Sciences University: A Five-Year Follow-up.

PubMed

Slade, Catherine P; Azziz, Ricardo; Levin, Steven; Caughman, Gretchen B; Hefner, David S; Halbur, Kimberly V; Tingen, Martha S; James, Susan

Shifting healthcare market forces and regulation have exerted near-constant pressure on U.S. academic health centers (AHCs) attempting to successfully execute their traditional tripartite mission. A governance structure and organizational alignment that works well under one set of conditions is rarely optimal when conditions change. Thus, the degree and type of alignment of an AHC's clinical, educational, and faculty practice organizations have changed regularly within the sector, typically landing near one end or the other on a continuum from fully aligned with centralized governance to largely independent with separate governance. The authors examine the case of Georgia Regents University and Health System in this context. In step with industry trends, the institution's governance structure swung from fully aligned/centralized governance in the early 1990s to essentially separate and decentralized by 2000. In 2010, the Georgia Regents University organizations achieved rapid realignment by creating a governance structure of sufficient strength and flexibility to absorb and adjust to continuing external upheaval. The hospitals, clinics, and physician-faculty practice group were combined into one integrated health system, then aligned with the university to form the state's only public AHC under aligned, but distinct, corporate and management structures. The years since reorganization have seen significant growth in patient volumes and complexity, improved service quality, and enhanced faculty physician satisfaction, while also significantly increasing economic contributions from the health system to the academic mission. This case study offers observations and lessons learned that may be useful to other higher education institutions considering reorganization.

Use of a Closed-Loop Tracking Algorithm for Orientation Bias Determination of an S-Band Ground Station

NASA Technical Reports Server (NTRS)

Welch, Bryan W.; Piasecki, Marie T.; Schrage, Dean S.

2015-01-01

The Space Communications and Navigation (SCaN) Testbed project completed installation and checkout testing of a new S-Band ground station at the NASA Glenn Research Center in Cleveland, Ohio in 2015. As with all ground stations, a key alignment process must be conducted to obtain offset angles in azimuth (AZ) and elevation (EL). In telescopes with AZ-EL gimbals, this is normally done with a two-star alignment process, where telescope-based pointing vectors are derived from catalogued locations with the AZ-EL bias angles derived from the pointing vector difference. For an antenna, the process is complicated without an optical asset. For the present study, the solution was to utilize the gimbal control algorithms closed-loop tracking capability to acquire the peak received power signal automatically from two distinct NASA Tracking and Data Relay Satellite (TDRS) spacecraft, without a human making the pointing adjustments. Briefly, the TDRS satellite acts as a simulated optical source and the alignment process proceeds exactly the same way as a one-star alignment. The data reduction process, which will be discussed in the paper, results in two bias angles which are retained for future pointing determination. Finally, the paper compares the test results and provides lessons learned from the activity.

Strategies and Lessons-Learned for the Successful Alignment of Contract Cost with the Contract Budget Base (CBB) within the First Year of Contract Award - 13154

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mullis, Jay; Rueter, Ken

2013-07-01

In order to provide a sound basis and foundation for integrated Project and Contract change management, it is imperative to ensure the alignment of the Negotiated Contract Costs (NCC) with the Contract Budget Base (CBB), where CBB is defined as the Performance Measurement Baseline (PMB) plus Management Reserve (MR). The achievement of this alignment assures customer and contractor agreement on scope, requirements, quantities, schedule and cost, which facilitates the identification of change conditions and ultimate agreement on the value of changes to the NCC and the CBB. Delays in contract/CBB true up/reconciliation can negatively effect measurement of project progress, limitingmore » owner understanding of liability, and may result in increased contract disagreements and potential claims. The Department of Energy Oak Ridge Office of Environmental Management (OR-EM) and URS - CH2M Oak Ridge LLC (UCOR) achieved alignment of the NCC with the CBB within 10 months of UCOR taking over work on the East Tennessee Technology Park (ETTP) cleanup contract by: 1. Managing as a discrete project; 2. Establishing expectations and setting tone of interactions; 3. Using personnel experienced with Federal Acquisition Regulation (FAR); 4. Partnering; 5. Establishing ombudsmen. (authors)« less

The way forward

USGS Publications Warehouse

Estes, John; Belward, Alan; Loveland, Thomas; Scepan, Joseph; Strahler, Alan H.; Townshend, John B.; Justice, Chris

1999-01-01

This paper focuses on the lessons hearned in the conduct of the lnternational Geosphere Biosphere Program's Data and Information System (rcnr-nts), global 1-km Land-Cover Mapping Project (n$cover). There is stiLL considerable fundamental research to be conducted dealing with the development and validation of thematic geospatial products derived from a combination of remotely sensed and ancillary data. Issues include database and data product development, classification legend definitions, processing and analysis techniques, and sampling strategies. A significant infrastructure is required to support an effort such as DISCover. The infrastructure put in place under the auspices of the IGBP-DIS serves as a model, and must be put in place to enable replication and development of projects such as Discover.

Assembly, alignment and test of the Transiting Exoplanet Survey Satellite (TESS) optical assemblies

NASA Astrophysics Data System (ADS)

Balonek, Gregory; Brown, Joshua J.; Andre, James E.; Chesbrough, Christian D.; Chrisp, Michael P.; Dalpiaz, Michael; Lennon, Joseph; Richards, B. C.; Clark, Kristin E.

2017-08-01

The Transiting Exoplanet Survey Satellite (TESS) will carry four visible waveband, seven-element, refractive F/1.4 lenses, each with a 34 degree diagonal field of view. This paper describes the methods used for the assembly, alignment and test of the four flight optical assemblies. Prior to commencing the build of the four flight optical assemblies, a Risk Reduction Unit (RRU) was successfully assembled and tested [1]. The lessons learned from the RRU were applied to the build of the flight assemblies. The main modifications to the flight assemblies include the inking of the third lens element stray light mitigation, tighter alignment tolerances, and diamond turning for critical mechanical surfaces. Each of the optical assemblies was tested interferometrically and measured with a low coherence distance measuring interferometer (DMI) to predict the optimal shim thickness between the lens assembly and detector before -75°C environmental testing. In addition to individual test data, environmental test results from prior assemblies allow for the exploration of marginal performance differences between each of the optical assemblies.

Are we talking the same paradigm? Considering methodological choices in health education systematic review.

PubMed

Gordon, Morris

2016-07-01

For the past two decades, there have been calls for medical education to become more evidence-based. Whilst previous works have described how to use such methods, there are no works discussing when or why to select different methods from either a conceptual or pragmatic perspective. This question is not to suggest the superiority of such methods, but that having a clear rationale to underpin such choices is key and should be communicated to the reader of such works. Our goal within this manuscript is to consider the philosophical alignment of these different review and synthesis modalities and how this impacts on their suitability to answer different systematic review questions within health education. The key characteristic of a systematic review that should impact the synthesis choice is discussed in detail. By clearly defining this and the related outcome expected from the review and for educators who will receive this outcome, the alignment will become apparent. This will then allow deployment of an appropriate methodology that is fit for purpose and will indeed justify the significant work needed to complete a systematic. Key items discussed are the positivist synthesis methods meta-analysis and content analysis to address questions in the form of 'whether and what' education is effective. These can be juxtaposed with the constructivist aligned thematic analysis and meta-ethnography to address questions in the form of 'why'. The concept of the realist review is also considered. It is proposed that authors of such work should describe their research alignment and the link between question, alignment and evidence synthesis method selected. The process of exploring the range of modalities and their alignment highlights gaps in the researcher's arsenal. Future works are needed to explore the impact of such changes in writing from authors of medical education systematic review.

Are we talking the same paradigm? Considering methodological choices in health education systematic review

PubMed Central

Gordon, Morris

2016-01-01

Abstract For the past two decades, there have been calls for medical education to become more evidence-based. Whilst previous works have described how to use such methods, there are no works discussing when or why to select different methods from either a conceptual or pragmatic perspective. This question is not to suggest the superiority of such methods, but that having a clear rationale to underpin such choices is key and should be communicated to the reader of such works. Our goal within this manuscript is to consider the philosophical alignment of these different review and synthesis modalities and how this impacts on their suitability to answer different systematic review questions within health education. The key characteristic of a systematic review that should impact the synthesis choice is discussed in detail. By clearly defining this and the related outcome expected from the review and for educators who will receive this outcome, the alignment will become apparent. This will then allow deployment of an appropriate methodology that is fit for purpose and will indeed justify the significant work needed to complete a systematic. Key items discussed are the positivist synthesis methods meta-analysis and content analysis to address questions in the form of ‘whether and what’ education is effective. These can be juxtaposed with the constructivist aligned thematic analysis and meta-ethnography to address questions in the form of ‘why’. The concept of the realist review is also considered. It is proposed that authors of such work should describe their research alignment and the link between question, alignment and evidence synthesis method selected. The process of exploring the range of modalities and their alignment highlights gaps in the researcher’s arsenal. Future works are needed to explore the impact of such changes in writing from authors of medical education systematic review. PMID:27007488

Echo the Bat and the Pigeon Adventure

NASA Technical Reports Server (NTRS)

Butcher, Ginger

2000-01-01

A multimedia, CD ROM to teach 2nd graders about remote sensing was created and developed into a web site. Distribution was expanded for Grades K-4 or 5-8. The idea was to have a story introduction, interactive story and a teacher's website. Interactive Multimedia Adventures in Grade School Education using Remote Sensing (I.M.A.G.E.R.S.) was created. The lessons are easy to use, readily available and aligned with national standards. This resource combines hands-on activities with an interactive web site

Innovations in healthcare finance lessons from the 401(k) model.

PubMed

Myers, Chris; Lineen, Jason

2008-10-01

*Escalating health benefit expenses are leading employers to shift more of the costs to their employees. *Global financial services companies and startup entrepreneurs are competing to develop private-sector solutions to capitalize on the ailing and mis-aligned healthcare financing system. *Emerging innovations are targeting insured individuals who are facing increasing responsibility for first-dollar coverage. *Healthcare providers should view patients as individual "price-sensitive payers" as new tools enable them to shop around for services based on cost and quality.

Implementation of the Department of Defense Small Business Innovation Research Commercialization Pilot Program: Recent Experience and International Lessons

DTIC Science & Technology

2012-07-25

Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware ...by the program offices (DoD Inspector General [DoDIG], 2009). The Army and Air Force labs should be well aware of the defense science plans that...either the organizations are uninformed regarding the statutory alignment requirement or they are aware but do not put the requirements in place

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2009-07-20

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...overall. “While we agree on requirements—and the Navy and Marine Corps are pretty aligned on that—we have to balance the capability and the capacity...sequence and significant rework has been required, disrupting the optimal construction sequence and application of lessons learned for follow-on

Navy CG(X) Cruiser Program: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2009-11-20

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK...Another press report (Katherine McIntire Peters, “Navy’s Top Officer Sees Lessons in Shipbuilding Program Failures,” GovernmentExecutive.com, September...whether the schedule for procuring CG(X)s is properly aligned with foreign-country ballistic missile development programs. A 2005 defense trade

Navy CG(X) Cruiser Program: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2009-06-04

Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT...Inside the Navy, October 27, 2008. Another press report (Katherine McIntire Peters, “Navy’s Top Officer Sees Lessons in Shipbuilding Program...X)s could change.38 A related question is whether the schedule for procuring CG(X)s is properly aligned with foreign-country ballistic missile

Navy CG(X) Cruiser Program: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2009-12-22

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK...press report (Katherine McIntire Peters, “Navy’s Top Officer Sees Lessons in Shipbuilding Program Failures,” GovernmentExecutive.com, September 24, 2008...changes would have led to a bigger problem—a future surface combatant force that was both unaffordable and poorly aligned with projected mission needs

Navy CG(X) Cruiser Program: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2009-10-21

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK...Navy’s Top Officer Sees Lessons in Shipbuilding Program Failures,” GovernmentExecutive.com, September 24, 2008) quoted Admiral Gary Roughead, the...related question is whether the schedule for procuring CG(X)s is properly aligned with foreign-country ballistic missile development programs. A 2005

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2009-12-22

Issues, and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...balance of the force overall. “While we agree on requirements—and the Navy and Marine Corps are pretty aligned on that—we have to balance the...and significant rework has been required, disrupting the optimal construction sequence and application of lessons learned for follow-on vessels in

Navy CG(X) Cruiser Program: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2009-07-17

Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK...McIntire Peters, “Navy’s Top Officer Sees Lessons in Shipbuilding Program Failures,” GovernmentExecutive.com, September 24, 2008) quoted Admiral Gary...defined, the total required number of CG(X)s could change.38 A related question is whether the schedule for procuring CG(X)s is properly aligned

Sentinel-1 SAR Deployment Testing- Lessons Learned

NASA Astrophysics Data System (ADS)

Schwarz, Sebastian; Alberti, Mathias V.

2015-09-01

On April 3rd 2014, ESA has launched the Sentinel-1A spacecraft with its SAR instrument payload. During the first 12 hours in space, the antenna was released and successfully deployed to its operational configuration. Almost 6 years before that date, the first conceptual considerations regarding integration, alignment and on- ground deployment testing took place. Starting in these early phases of the project, the paper contains an overview of the concepts and trades which were performed to identify the most suitable off-loading MGSE for this heavy and fragile antenna. Following that, the challenges and lessons learned during the different developments of this test setup are discussed. This includes MGSE specific topics, such as the minimization of structural deformation under load or the optimization of the pulley arrangement as result of a coupled multibody analysis. On the other hand, load and deformation control strategies for the flight hardware, as well as safety related aspects are covered.

ATLAS Beam Steering Mechanism (BSM) Lessons Learned

NASA Technical Reports Server (NTRS)

Blumenstock, Kenneth A.; Cramer, Alexander K.; Gosten, Alan B.; Hakun, Claef F.; Haney, Paul G.; Hinkle, Matthew R.; Lee, Kenneth Y.; Lugo, Carlos F.; Matuszeski, Adam J.; Morell, Armando;

ATLAS Beam Steering Mechanism Lessons Learned

NASA Technical Reports Server (NTRS)

Blumenstock, Kenneth A.; Cramer, Alexander K.; Gostin, Alan B.; Hakun, Claef F.; Haney, Paul G.; Hinkle, Matthew R.; Lee, Kenneth Y.; Lugo, Carlos F.; Matuszeski, Adam J.; Morrell, Armando;

Lessons learned: program messaging in gender-transformative work with men and boys in South Africa

PubMed Central

Viitanen, Amanda P.; Colvin, Christopher J.

2015-01-01

Background Adherence to traditional notions of masculinity has been identified as an important driver in the perpetuation of numerous health and social problems, including gender-based violence and HIV. With the largest generalized HIV epidemic in the world and high rates of violence against women, the need for gender-transformative work in South Africa is broadly accepted in activist circles and at the national and community level. Because of the integral role men play in both of these epidemics, initiatives and strategies that engage men in promoting gender equality have emerged over the last decade and the evidence base supporting the effectiveness of masculinities-based interventions is growing. However, little research exists on men's receptivity to the messages delivered in these programs. Objective This article examines the current practices among a set of gender-transformation initiatives in South Africa to see what lessons can be derived from them. We look at how South African men participating in these programs responded to three thematic messages frequently found in gender-transformative work: 1) the ‘costs of masculinity’ men pay for adherence to harmful gender constructs; 2) multiple forms of masculinity; and 3) the human rights framework and contested rights. Design This article synthesizes qualitative findings from in-depth interviews, focus group discussions, and ethnographic research with men participating in several gender- and health-intervention programs in South Africa. The data were collected between 2007 and 2011 and synthesized using some of the basic principles of meta-ethnography. Results and conclusions Overall, men were receptive to the three thematic messages reviewed; they were able to see them in the context of their own lives and the messages facilitated rich dialog among participants. However, some men were more ambivalent toward shifting gender notions and some even adamantly resisted engaging in discussions over gender equality. More research is needed to gauge the long-term impact of participation in interventions that target gender and health. PMID:26350433

Lessons learned: program messaging in gender-transformative work with men and boys in South Africa.

PubMed

Viitanen, Amanda P; Colvin, Christopher J

2015-01-01

Adherence to traditional notions of masculinity has been identified as an important driver in the perpetuation of numerous health and social problems, including gender-based violence and HIV. With the largest generalized HIV epidemic in the world and high rates of violence against women, the need for gender-transformative work in South Africa is broadly accepted in activist circles and at the national and community level. Because of the integral role men play in both of these epidemics, initiatives and strategies that engage men in promoting gender equality have emerged over the last decade and the evidence base supporting the effectiveness of masculinities-based interventions is growing. However, little research exists on men's receptivity to the messages delivered in these programs. This article examines the current practices among a set of gender-transformation initiatives in South Africa to see what lessons can be derived from them. We look at how South African men participating in these programs responded to three thematic messages frequently found in gender-transformative work: 1) the 'costs of masculinity' men pay for adherence to harmful gender constructs; 2) multiple forms of masculinity; and 3) the human rights framework and contested rights. This article synthesizes qualitative findings from in-depth interviews, focus group discussions, and ethnographic research with men participating in several gender- and health-intervention programs in South Africa. The data were collected between 2007 and 2011 and synthesized using some of the basic principles of meta-ethnography. Overall, men were receptive to the three thematic messages reviewed; they were able to see them in the context of their own lives and the messages facilitated rich dialog among participants. However, some men were more ambivalent toward shifting gender notions and some even adamantly resisted engaging in discussions over gender equality. More research is needed to gauge the long-term impact of participation in interventions that target gender and health.

Exploring the Role of Twitter in Promoting Women's Health in the Arab World: Lessons Learned.

PubMed

Bahkali, Salwa; Almaiman, Ahmad; Altassan, Nahla; Almaiman, Sarah; Househ, Mowafa; Alsurimi, Khaled

2015-01-01

Women's health is a topic that has been largely overlooked within the Arab world. Nevertheless, the constant growth in the use of social media provides an opportunity to improve women's health in the Arab world. In this paper, we discuss our experiences and lessons learned with the development of a women's health promotional campaign in the Arabic language using Twitter, a popular social media platform in the Arab world. We analyzed the combined experiences of five researchers in the development of the Twitter account. Two separate meetings were held, one on March 10 and another on March 25, 2015 with the researchers to review their experiences and lessons learned in developing a Twitter health promotion platform for women's health in the Arab world. The shared experiences were thematically transcribed, coded, matched and grouped under six key themes identified as the main driving forces for the development of a successful health promotion Twitter account. We found that the success of the Twitter account was the result of: defining clear goals, being passionate about the health promotion campaign, being motivated and creative, being knowledgeable about the health promotion area, developing trust between Twitter accounts users and the healthcare provider, and being patient in communicating with Twitter account users. Future research needs to focus on a more detailed analysis of the twitter feeds shared between the users and the health practitioners which can enhance our understanding of the social media based public health educational interventions.

Lessons learnt from human papillomavirus (HPV) vaccination in 45 low- and middle-income countries.

PubMed

Gallagher, Katherine E; Howard, Natasha; Kabakama, Severin; Mounier-Jack, Sandra; Griffiths, Ulla K; Feletto, Marta; Burchett, Helen E D; LaMontagne, D Scott; Watson-Jones, Deborah

2017-01-01

To synthesise lessons learnt and determinants of success from human papillomavirus (HPV) vaccine demonstration projects and national programmes in low- and middle-income countries (LAMICs). Interviews were conducted with 56 key informants. A systematic literature review identified 2936 abstracts from five databases; after screening 61 full texts were included. Unpublished literature, including evaluation reports, was solicited from country representatives; 188 documents were received. A data extraction tool and interview topic guide outlining key areas of inquiry were informed by World Health Organization guidelines for new vaccine introduction. Results were synthesised thematically. Data were analysed from 12 national programmes and 66 demonstration projects in 46 countries. Among demonstration projects, 30 were supported by the GARDASIL® Access Program, 20 by Gavi, four by PATH and 12 by other means. School-based vaccine delivery supplemented with health facility-based delivery for out-of-school girls attained high coverage. There were limited data on facility-only strategies and little evaluation of strategies to reach out-of-school girls. Early engagement of teachers as partners in social mobilisation, consent, vaccination day coordination, follow-up of non-completers and adverse events was considered invaluable. Micro-planning using school/ facility registers most effectively enumerated target populations; other estimates proved inaccurate, leading to vaccine under- or over-estimation. Refresher training on adverse events and safe injection procedures was usually necessary. Considerable experience in HPV vaccine delivery in LAMICs is available. Lessons are generally consistent across countries and dissemination of these could improve HPV vaccine introduction.

Teaching Spatial Thinking with the National Atlas of Korea in U.S. Secondary Level Education

NASA Astrophysics Data System (ADS)

Chu, Gregory H.; Hwang, Chul Sue; Choi, Jongnam

2018-05-01

This paper is predicated on the body of literature that supports a theoretical concept that middle and high school age children possess the cognitive ability to understand thematic maps and achieve some degree of cartographic literacy. In 2006, the US National Research Council (NRC) of the National Academies published a landmark book on Learning to Think Spatially. This book documented essential secondary education components and various aspects of teaching spatial thinking. The NRC defines spatial thinking as "a form of thinking based on a constructive amalgam of three elements: concepts of space, tools of representation, and processes of reasoning" (NRC, 2006, ix). This paper is an attempt to document and understand some of the attributes associated with these three elements. Specifically, it aims to find ways that can effectively contribute to the teaching of these elements associated with spatial thinking. The National Atlas of Korea is chosen for lesson plan development because it is well-designed and provides a range of contents and comprehensiveness that are ideal; in addition, it is freely accessible online and downloadable (http://nationalatlas.ngii.go.kr/). Four master geography teachers were invited to examine the Atlas to conceive and develop Advanced Placement Human Geography (APHG) lesson plans. Four lesson plans were written and have continually been implemented in classrooms to over 800 students in the States of Utah, Georgia, Minnesota, and Tennessee since the 2015 Fall semester. Results are presented in this paper.

Development of a Web-Based Health Care Intervention for Patients With Heart Disease: Lessons Learned From a Participatory Design Study

PubMed Central

2017-01-01

Background The use of telemedicine technologies in health care has increased substantially, together with a growing interest in participatory design methods when developing telemedicine approaches. Objective We present lessons learned from a case study involving patients with heart disease and health care professionals in the development of a personalized Web-based health care intervention. Methods We used a participatory design approach inspired by the method for feasibility studies in software development. We collected qualitative data using multiple methods in 3 workshops and analyzed the data using thematic analysis. Participants were 7 patients with diagnosis of heart disease, 2 nurses, 1 physician, 2 systems architects, 3 moderators, and 3 observers. Results We present findings in 2 parts. (1) Outcomes of the participatory design process: users gave valuable feedback on ease of use of the platforms’ tracking tools, platform design, terminology, and insights into patients’ monitoring needs, information and communication technologies skills, and preferences for self-management tools. (2) Experiences from the participatory design process: patients and health care professionals contributed different perspectives, with the patients using an experience-based approach and the health care professionals using a more attitude-based approach. Conclusions The essential lessons learned concern planning and organization of workshops, including the finding that patients engaged actively and willingly in a participatory design process, whereas it was more challenging to include and engage health care professionals. PMID:28526674

Evidence-based Frameworks for Teaching and Learning in Classical Singing Training: A Systematic Review.

PubMed

Crocco, Laura; Madill, Catherine J; McCabe, Patricia

2017-01-01

The study systematically reviews evidence-based frameworks for teaching and learning of classical singing training. This is a systematic review. A systematic literature search of 15 electronic databases following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines was conducted. Eligibility criteria included type of publication, participant characteristics, intervention, and report of outcomes. Quality rating scales were applied to support assessment of the included literature. Data analysis was conducted using meta-aggregation. Nine papers met the inclusion criteria. No complete evidence-based teaching and learning framework was found. Thematic content analysis showed that studies either (1) identified teaching practices in one-to-one lessons, (2) identified student learning strategies in one-to-one lessons or personal practice sessions, and (3) implemented a tool to enhance one specific area of teaching and learning in lessons. The included studies showed that research in music education is not always specific to musical genre or instrumental group, with four of the nine studies including participant teachers and students of classical voice training only. The overall methodological quality ratings were low. Research in classical singing training has not yet developed an evidence-based framework for classical singing training. This review has found that introductory information on teaching and learning practices has been provided, and tools have been suggested for use in the evaluation of the teaching-learning process. High-quality methodological research designs are needed. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

From the field to the classroom: Connecting climate research to classroom lessons

NASA Astrophysics Data System (ADS)

Brinker, R.; Steiner, S. M.; Coleman, L.

2015-12-01

Improving scientific literacy is a goal in the United States. Scientists from the United States are often expected to present research findings in ways that are meaningful and accessible to the general public, including K-12 students. PolarTREC - Teachers and Researchers Exploring and Collaborating, a program funded by the National Science Foundation, partners teachers with scientists in the Arctic and Antarctica. Teachers communicate the research to general audiences on a regular basis. After the field experience, they then create classroom-ready lessons to relay the science exploration into science curriculum. In this presentation, secondary level educators, will share their experiences with being part of field research teams in the Arctic and Antarctica, and their strategies for bringing current science research into the classroom and aligning lessons with Next Generation Science Standards (NGSS). Topics include an overview on using polar science to teach about climate change, application of field research techniques to improve students' understanding of scientific investigation methodology, phenology observations, soil porosity and permeability, litter decomposition, effect of sunlight on release of carbon dioxide from thawing permafrost, and understanding early life on Earth by studying stromatolites in Antarctica.

Redesigning and aligning assessment and evaluation for a federally funded math and science teacher educational program.

PubMed

Hardré, Patricia L; Slater, Janis; Nanny, Mark

2010-11-01

This paper examines the redesign of evaluation components for a teacher professional development project funded by the National Science Foundation. It focuses on aligning evaluation instrumentation and strategies with program goals, research goals and program evaluation best practices. The study identifies weaknesses in the original (year 1) program evaluation design and implementation, develops strategies and tracks changes for year 2 implementation, and then reports enhancement of findings and recommendations for year 3. It includes lessons learned about assessment and evaluation over the project lifespan, with implications for research and evaluation of a range of related programs. This study functions as a classic illustration of how critical it is to observe first principles of assessment and evaluation for funded programs, the risks that arise when they are ignored, and the benefits that accrue when they are systematically observed. Copyright (c) 2009. Published by Elsevier Ltd.

Project Management Framework to Organizational Transitions

NASA Technical Reports Server (NTRS)

Kotnour, Tim; Barton, Saul

1996-01-01

This paper describes a project management framework and associated models for organizational transitions. The framework contains an integrated set of steps an organization can take to lead an organizational transition such as downsizing and change in mission or role. The framework is designed to help an organization do the right work the right way with the right people at the right time. The underlying rationale for the steps in the framework is based on a set of findings which include: defining a transition as containing both near-term and long-term actions, designing actions which respond to drivers and achieve desired results, aligning the organization with the external environment, and aligning the internal components of the organization. The framework was developed based on best practices found in the literature, lessons learned from heads of organizations who have completed large-scale organizational changes, and concerns from employees at the Kennedy Space Center (KSC). The framework is described using KSC.

Mutual learning and reverse innovation--where next?

PubMed

Crisp, Nigel

2014-03-28

There is a clear and evident need for mutual learning in global health systems. It is increasingly recognized that innovation needs to be sourced globally and that we need to think in terms of co-development as ideas are developed and spread from richer to poorer countries and vice versa. The Globalization and Health journal's ongoing thematic series, "Reverse innovation in global health systems: learning from low-income countries" illustrates how mutual learning and ideas about so-called "reverse innovation" or "frugal innovation" are being developed and utilized by researchers and practitioners around the world. The knowledge emerging from the series is already catalyzing change and challenging the status quo in global health. The path to truly "global innovation flow", although not fully established, is now well under way. Mobilization of knowledge and resources through continuous communication and awareness raising can help sustain this movement. Global health learning laboratories, where partners can support each other in generating and sharing lessons, have the potential to construct solutions for the world. At the heart of this dialogue is a focus on creating practical local solutions and, simultaneously, drawing out the lessons for the whole world.

Secondary School Teachers' Beliefs, Attitudes, and Reactions to Stuttering.

PubMed

Adriaensens, Stefanie; Struyf, Elke

2016-04-01

The study identifies teachers' beliefs about and attitudes toward stuttering and explores to what extent these beliefs and attitudes prompt specific teachers' reactions to the stuttering of a student. Participants were teachers in secondary education in Flanders (Belgium), currently teaching an adolescent who stutters. They were the student's class teacher or instructed a course in which communication is important. Ten semistructured interviews were conducted and analyzed thematically. Teachers believed that (a) when peers do not react to the stuttering, the lesson is not disrupted by it, and the student who stutters participates in the lesson, stuttering is not necessarily a problem; (b) when attention is paid to it, stuttering can become a problem; (c) they try to react as little as possible to the stuttering; and (d) they seldom talk about the stuttering. Although teachers reported that they feel confident in how to deal with stuttering, and although it is possible that students who stutter do not feel the need to talk about their stuttering, teachers could consult their students on this matter. This way, they would acknowledge the stuttering and likely encourage the students to approach them when they feel the need.

Building Capacity to Use NASA Earth Observations in the Water Resource Sector

NASA Astrophysics Data System (ADS)

Childs-Gleason, L. M.; Ross, K. W.; Crepps, G.; Clayton, A.; Ruiz, M. L.; Rogers, L.; Allsbrook, K. N.

2017-12-01

The NASA DEVELOP National Program builds capacity to use and apply NASA Earth observations to address environmental concerns around the globe. The DEVELOP model builds capacity in both participants (students, recent graduates, and early and transitioning career professionals) who conduct the projects and partners (decision and policy makers) who are recipients of project methodologies and results. Projects focus on a spectrum of thematic topics, including water resource management which made up 30% of the DEVELOP FY2017 portfolio. During this period, DEVELOP conducted water-focused feasibility studies in collaboration with 22 partners across 13 U.S. states and five countries. This presentation will provide an overview of needs identified, DEVELOP's response, data sources, challenges, and lessons learned.

Optical development system lab alignment solutions for the ICESat-2 ATLAS instrument

NASA Astrophysics Data System (ADS)

Evans, T.

The ATLAS Instrument for the ICESat-2 mission at NASA's Goddard Space Flight Center requires an alignment test-bed to prove out new concepts. The Optical Development System (ODS) lab was created to test prototype models of individual instrument components to simulate how they will act as a system. The main ICESat-2 instrument is the Advanced Topographic Laser Altimeter System (ATLAS). It measures ice elevation by transmitting laser pulses, and collecting the reflection in a telescope. Because the round trip time is used to calculate distance, alignment between the outgoing transmitter beam and the incoming receiver beams are critical. An automated closed loop monitoring control system is currently being tested at the prototype level to prove out implementation for the final spacecraft. To achieve an error of less than 2 micro-radians, an active deformable mirror was used to correct the lab wave front from the collimated “ ground reflection” beam. The lab includes a focal plane assembly set up, a one meter diameter collimator optic, and a 0.8 meter flight spare telescope for alignment. ATLAS prototypes and engineering models of transmitter and receiver optics and sub-systems are brought in to develop and integrate systems as well as write procedures to be used in integration and testing. By having a fully integrated system with prototypes and engineering units, lessons can be learned before flight designs are finalized.

A geometric performance assessment of the EO-1 advanced land imager

USGS Publications Warehouse

Storey, James C.; Choate, M.J.; Meyer, D.J.

2004-01-01

The Earth Observing 1 (EO-1) Advanced Land Imager (ALI) demonstrates technology applicable to a successor system to the Landsat Thematic Mapper series. A study of the geometric performance characteristics of the ALI was conducted under the auspices of the EO-1 Science Validation Team. This study evaluated ALI performance with respect to absolute pointing knowledge, focal plane sensor chip assembly alignment, and band-to-band registration for purposes of comparing this new technology to the heritage Landsat systems. On-orbit geometric calibration procedures were developed that allowed the generation of ALI geometrically corrected products that compare favorably with their Landsat 7 counterparts with respect to absolute geodetic accuracy, internal image geometry, and band registration.

The alignment of agricultural and nature conservation policies in the European Union.

PubMed

Hodge, Ian; Hauck, Jennifer; Bonn, Aletta

2015-08-01

Europe is a region of relatively high population density and productive agriculture subject to substantial government intervention under the Common Agricultural Policy (CAP). Many habitats and species of high conservation interest have been created by the maintenance of agricultural practices over long periods. These practices are often no longer profitable, and nature conservation initiatives require government support to cover the cost for them to be continued. The CAP has been reformed both to reduce production of agricultural commodities at costs in excess of world prices and to establish incentives for landholders to adopt voluntary conservation measures. A separate nature conservation policy has established an extensive series of protected sites (Natura 2000) that has, as yet, failed to halt the loss of biodiversity. Additional broader scale approaches have been advocated for conservation in the wider landscape matrix, including the alignment of agricultural and nature conservation policies, which remains a challenge. Possibilities for alignment include further shifting of funds from general support for farmers toward targeted payments for biodiversity goals at larger scales and adoption of an ecosystem approach. The European response to the competing demands for land resources may offer lessons globally as demands on rural land increase. © 2015 Society for Conservation Biology.

Knowledge translation lessons from an audit of Aboriginal Australians with acute coronary syndrome presenting to a regional hospital

PubMed Central

Haynes, Emma; Hohnen, Harry; Katzenellenbogen, Judith M; Scalley, Benjamin D; Thompson, Sandra C

2016-01-01

Objective: Translation of evidence into practice by health systems can be slow and incomplete and may disproportionately impact disadvantaged populations. Coronary heart disease is the leading cause of death among Aboriginal Australians. Timely access to effective medical care for acute coronary syndrome substantially improves survival. A quality-of-care audit conducted at a regional Western Australian hospital in 2011–2012 compared the Emergency Department management of Aboriginal and non-Aboriginal acute coronary syndrome patients. This audit is used as a case study of translating knowledge processes in order to identify the factors that support equity-oriented knowledge translation. Methods: In-depth interviews were conducted with a purposive sample of the audit team and further key stakeholders with interest/experience in knowledge translation in the context of Aboriginal health. Interviews were analysed for alignment of the knowledge translation process with the thematic steps outlined in Tugwell’s cascade for equity-oriented knowledge translation framework. Results: In preparing the audit, groundwork helped shape management support to ensure receptivity to targeting Aboriginal cardiovascular outcomes. Reporting of audit findings and resulting advocacy were undertaken by the audit team with awareness of the institutional hierarchy, appropriate timing, personal relationships and recognising the importance of tailoring messages to specific audiences. These strategies were also acknowledged as important in the key stakeholder interviews. A follow-up audit documented a general improvement in treatment guideline adherence and a reduction in treatment inequalities for Aboriginal presentations. Conclusion: As well as identifying outcomes such as practice changes, a useful evaluation increases understanding of why and how an intervention worked. Case studies such as this enrich our understanding of the complex human factors, including individual attributes, experiences and relationships and systemic factors that shape equity-oriented knowledge translation. Given the potential that improving knowledge translation has to close the gap in Aboriginal health disparities, we must choose strategies that adequately take into account the unique contingencies of context across institutions and cultures. PMID:27516880

Knowledge translation lessons from an audit of Aboriginal Australians with acute coronary syndrome presenting to a regional hospital.

PubMed

Haynes, Emma; Hohnen, Harry; Katzenellenbogen, Judith M; Scalley, Benjamin D; Thompson, Sandra C

2016-01-01

Translation of evidence into practice by health systems can be slow and incomplete and may disproportionately impact disadvantaged populations. Coronary heart disease is the leading cause of death among Aboriginal Australians. Timely access to effective medical care for acute coronary syndrome substantially improves survival. A quality-of-care audit conducted at a regional Western Australian hospital in 2011-2012 compared the Emergency Department management of Aboriginal and non-Aboriginal acute coronary syndrome patients. This audit is used as a case study of translating knowledge processes in order to identify the factors that support equity-oriented knowledge translation. In-depth interviews were conducted with a purposive sample of the audit team and further key stakeholders with interest/experience in knowledge translation in the context of Aboriginal health. Interviews were analysed for alignment of the knowledge translation process with the thematic steps outlined in Tugwell's cascade for equity-oriented knowledge translation framework. In preparing the audit, groundwork helped shape management support to ensure receptivity to targeting Aboriginal cardiovascular outcomes. Reporting of audit findings and resulting advocacy were undertaken by the audit team with awareness of the institutional hierarchy, appropriate timing, personal relationships and recognising the importance of tailoring messages to specific audiences. These strategies were also acknowledged as important in the key stakeholder interviews. A follow-up audit documented a general improvement in treatment guideline adherence and a reduction in treatment inequalities for Aboriginal presentations. As well as identifying outcomes such as practice changes, a useful evaluation increases understanding of why and how an intervention worked. Case studies such as this enrich our understanding of the complex human factors, including individual attributes, experiences and relationships and systemic factors that shape equity-oriented knowledge translation. Given the potential that improving knowledge translation has to close the gap in Aboriginal health disparities, we must choose strategies that adequately take into account the unique contingencies of context across institutions and cultures.

Creating a meaningful infection control program: one home healthcare agency's lessons.

PubMed

Poff, Renee McCoy; Browning, Sarah Via

2014-03-01

Creating a meaningful infection control program in the home care setting proved to be challenging for agency leaders of one hospital-based home healthcare agency. Challenges arose when agency leaders provided infection control (IC) data to the hospital's IC Committee. The IC Section Chief asked for national benchmark comparisons to align home healthcare reporting to that of the hospital level. At that point, it was evident that the home healthcare IC program lacked definition and structure. The purpose of this article is to share how one agency built a meaningful IC program.

Astrophysics and Cosmology: International Partnerships

NASA Astrophysics Data System (ADS)

Blandford, Roger

2016-03-01

Most large projects in astrophysics and cosmology are international. This raises many challenges including: --Aligning the sequence of: proposal, planning, selection, funding, construction, deployment, operation, data mining in different countries --Managing to minimize cost growth through reconciling different practices --Communicating at all levels to ensure a successful outcome --Stabilizing long term career opportunities. There has been considerable progress in confronting these challenges. Lessons learned from past collaborations are influencing current facilities but much remains to be done if we are to optimize the scientific and public return on the expenditure of financial and human resources.

What lessons can operational planners infer from the NATO Partnership for Peace Program for the execution of contemporary US Regionally Aligned Force and UK Adaptable Force Security Cooperation missions

DTIC Science & Technology

2016-05-26

research questions consist of three groups . The first group addresses an analysis of PfP. The second group determines contemporary US and UK strategy...The second group of research questions focuses upon current US, UK security cooperation initiatives and the specific policy objectives they...Ambition, Austerity and the Case for Rethinking UK Military Spending.” Oxford Research Group . Last modified May 13, 2015. Accessed September 17, 2015

Lessons learnt from human papillomavirus (HPV) vaccination in 45 low- and middle-income countries

PubMed Central

Howard, Natasha; Kabakama, Severin; Mounier-Jack, Sandra; Griffiths, Ulla K.; Feletto, Marta; Burchett, Helen E. D.; LaMontagne, D. Scott; Watson-Jones, Deborah

2017-01-01

Objective To synthesise lessons learnt and determinants of success from human papillomavirus (HPV) vaccine demonstration projects and national programmes in low- and middle-income countries (LAMICs). Methods Interviews were conducted with 56 key informants. A systematic literature review identified 2936 abstracts from five databases; after screening 61 full texts were included. Unpublished literature, including evaluation reports, was solicited from country representatives; 188 documents were received. A data extraction tool and interview topic guide outlining key areas of inquiry were informed by World Health Organization guidelines for new vaccine introduction. Results were synthesised thematically. Results Data were analysed from 12 national programmes and 66 demonstration projects in 46 countries. Among demonstration projects, 30 were supported by the GARDASIL® Access Program, 20 by Gavi, four by PATH and 12 by other means. School-based vaccine delivery supplemented with health facility-based delivery for out-of-school girls attained high coverage. There were limited data on facility-only strategies and little evaluation of strategies to reach out-of-school girls. Early engagement of teachers as partners in social mobilisation, consent, vaccination day coordination, follow-up of non-completers and adverse events was considered invaluable. Micro-planning using school/ facility registers most effectively enumerated target populations; other estimates proved inaccurate, leading to vaccine under- or over-estimation. Refresher training on adverse events and safe injection procedures was usually necessary. Conclusion Considerable experience in HPV vaccine delivery in LAMICs is available. Lessons are generally consistent across countries and dissemination of these could improve HPV vaccine introduction. PMID:28575074

Fostering Students' Conceptual Knowledge in Biology in the Context of German National Education Standards

NASA Astrophysics Data System (ADS)

Förtsch, Christian; Dorfner, Tobias; Baumgartner, Julia; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2018-04-01

The German National Education Standards (NES) for biology were introduced in 2005. The content part of the NES emphasizes fostering conceptual knowledge. However, there are hardly any indications of what such an instructional implementation could look like. We introduce a theoretical framework of an instructional approach to foster students' conceptual knowledge as demanded in the NES (Fostering Conceptual Knowledge) including instructional practices derived from research on single core ideas, general psychological theories, and biology-specific features of instructional quality. First, we aimed to develop a rating manual, which is based on this theoretical framework. Second, we wanted to describe current German biology instruction according to this approach and to quantitatively analyze its effectiveness. And third, we aimed to provide qualitative examples of this approach to triangulate our findings. In a first step, we developed a theoretically devised rating manual to measure Fostering Conceptual Knowledge in videotaped lessons. Data for quantitative analysis included 81 videotaped biology lessons of 28 biology teachers from different German secondary schools. Six hundred forty students completed a questionnaire on their situational interest after each lesson and an achievement test. Results from multilevel modeling showed significant positive effects of Fostering Conceptual Knowledge on students' achievement and situational interest. For qualitative analysis, we contrasted instruction of four teachers, two with high and two with low student achievement and situational interest using the qualitative method of thematic analysis. Qualitative analysis revealed five main characteristics describing Fostering Conceptual Knowledge. Therefore, implementing Fostering Conceptual Knowledge in biology instruction seems promising. Examples of how to implement Fostering Conceptual Knowledge in instruction are shown and discussed.

Elementary science teachers' integration of engineering design into science instruction: results from a randomised controlled trial

NASA Astrophysics Data System (ADS)

Maeng, Jennifer L.; Whitworth, Brooke A.; Gonczi, Amanda L.; Navy, Shannon L.; Wheeler, Lindsay B.

2017-07-01

This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of the PD were aligned with Cunningham and Carlsen's [(2014). Teaching engineering practices. Journal of Science Teacher Education, 25, 197-210] guidelines for ED PD and promoted inclusion of ED within science teaching. The treatment group included 219 teachers from 83 schools. Participants in the control group included 145 teachers from 60 schools in a mid-Atlantic state. Data sources, including lesson overviews and videotaped classroom observations, were analysed quantitatively to determine the frequency of ED integration and qualitatively to describe how teachers incorporated ED into instruction after attending the PD. Results indicated more participants who attended the PD (55%) incorporated ED into instruction compared with the control participants (24%), χ2(1, n = 401) = 33.225, p < .001, ? = 0.308. Treatment and control teachers taught similar science content (p's > .05) through ED lessons. In ED lessons, students typically conducted research and created and tested initial designs. The results suggest the PD supported teachers in implementing ED into their science instruction and support the efficacy of using Cunningham and Carlsen's (2014) guidelines to inform ED PD design.

AstroCappella: Songs of the Universe

NASA Astrophysics Data System (ADS)

Boyd, P. T.; Smale, A. P.; Smale, K. M.

2008-11-01

The AstroCappella Project is a classroom-ready collection of upbeat pop songs, lesson plans, and background information, all rich in science content. It was developed as a collaboration between working research astronomers, educators, and a contemporary vocal band, The Chromatics. A multimedia music CD, ``AstroCappella 2.0,'' has been produced containing 13 astronomically correct songs with original lyrics and music. Song topics range from the Sun, Moon, planets and small bodies of the Solar System, through the Doppler shift, the nearest stars, and extra-solar planets, to radio and X-ray astronomy. The CD also contains extensive CD-ROM materials including science background information, curriculum notes, lesson plans and activities for each song, images, movies, and slide shows. The songs and accompanying information have been extensively field-tested, and align to the K--12 National Science Education Standards. The AstroCappella materials are in widespread use in classrooms and homes across the U.S., and are supplemented with frequent live performances and teacher workshops.

Aligning Education With Health Care Transformation: Identifying a Shared Mental Model of "New" Faculty Competencies for Academic Faculty.

PubMed

Gonzalo, Jed D; Ahluwalia, Amarpreet; Hamilton, Maria; Wolf, Heidi; Wolpaw, Daniel R; Thompson, Britta M

2018-02-01

To develop a potential competency framework for faculty development programs aligned with the needs of faculty in academic health centers (AHCs). In 2014 and 2015, the authors interviewed 23 health system leaders and analyzed transcripts using constant comparative analysis and thematic analysis. They coded competencies and curricular concepts into subcategories. Lead investigators reviewed drafts of the categorization themes and subthemes related to gaps in faculty knowledge and skills, collapsed and combined competency domains, and resolved disagreements via discussion. Through analysis, the authors identified four themes. The first was core functional competencies and curricular domains for conceptual learning, including patient-centered care, health care processes, clinical informatics, population and public health, policy and payment, value-based care, and health system improvement. The second was the need for foundational competency domains, including systems thinking, change agency/management, teaming, and leadership. The third theme was paradigm shifts in how academic faculty should approach health care, categorized into four areas: delivery, transformation, provider characteristics and skills, and education. The fourth theme was the need for faculty to be aware of challenges in the culture of AHCs as an influential context for change. This broad competency framework for faculty development programs expands existing curricula by including a comprehensive scope of health systems science content and skills. AHC leaders can use these results to better align faculty education with the real-time needs of their health systems. Future work should focus on optimal prioritization and methods for teaching.

Strategic planning in a complex academic environment: lessons from one academic health center.

PubMed

Levinson, Wendy; Axler, Helena

2007-08-01

Leaders in academic health centers (AHCs) must create a vision for their academic unit embedded in a complex environment. A formal strategic planning process can be valuable to help shape a clear vision taking advantage of potential collaborations and to develop specific achievable long- and short-term goals. The authors describe the steps in a formal strategic planning process and illustrate it with the example of the Department of Medicine at the University of Toronto Faculty of Medicine beginning in 2004. The process included the active participation of over 300 faculty members, trainees, and stakeholders of the department and resulted in broad-based support and leadership for the resulting plan. The authors describe the steps, which include getting started, committing to planning principles, establishing the work plan, understanding the environment, pulling it all together, shaping the vision, testing strategic directions, building effective implementation, and promoting the plan. Articulation of vision, mission, and values informed the plan's development, as well as 10 key principles integral to the plan. Challenges and lessons learned are also described. The final strategic plan is an active core activity of the department, guiding decisions and resource allocation and facilitating measurement of success or shortcomings. The process the authors describe is applicable to multiple academic units, including divisions/sections, departments, or thematic programs in AHCs.

Forty-Five Years of Civil Litigation Against Canadian Psychiatrists: An Empirical Pilot Study

PubMed Central

Luther, Glen; Gutheil, Thomas G.

2016-01-01

Objectives: To extract the themes pertaining to prudent psychiatric practice from written court judgments in Canada. Methods: We searched the medical and legal literature for cases involving civil litigation against Canadian psychiatrist and reviewed all available written judgments. We completed a thematic analysis of the civil actions against psychiatrists as conveyed by those written court judgments. We classified the cases according to the disposal status and the essential lessons from the decisions on standard of care and practice by Canadian psychiatrists. Results: Forty such cases were identified as involving psychiatrists over a 45-year period. A subgroup included those dealing with limitation periods and disclosure applications. Thirty of the 40 cases (75%) were decided in favour of the defendant psychiatrists, including 2 dismissed for running over the limitation period. The cases that actually went to trial suggest that documentation and obtaining second opinions are protective against claims of negligence. Inpatient cases resulting in successful litigation against psychiatrists involved fatal outcomes, but not all fatal outcomes led to successful litigation. Conclusions: The key lessons from these cases are the importance and relevance of regular best clinical practices, such as documentation, obtaining second opinions, following guidelines, and balancing competencies in the expert and manager or advocate roles. Incorporating these practices should allay concerns about litigation against psychiatrists. PMID:27253702

'Mental health is everybody's business': roles for an intersectoral approach in South Africa.

PubMed

Skeen, Sarah; Kleintjes, Sharon; Lund, C; Petersen, Inge; Bhana, Arvin; Flisher, Alan J

2010-01-01

Intersectoral action is increasingly recognized as necessary to address the social determinants of mental health. This study aims to assess South Africa's progress in intersectoral collaboration for mental health, and provide recommendations for intersectoral collaboration, to generate lessons for other low- and middle-income countries. We conducted a survey of the existing mental health system in South Africa using the World Health Organization Assessment Instrument for Mental Health Systems. We also conducted 96 semi-structured interviews and 12 focus group discussions with a range of stakeholders at national, provincial and district level. Data were analysed thematically to understand the roles and responsibilities of different sectors in realizing the right to mental health. A range of key sectors were identified as having roles in mental health promotion, illness prevention and service delivery. In discussing South Africa's progress, respondents gave several suggestions about how to formulate an intersectoral response in this context, including increasing high level political commitment, and using leadership from the health sector. We outline roles and responsibilities for various sectors and lessons that can be learnt from this context. These include the importance of developing programmes alongside legislation, employing targeted awareness-raising to engage sectors, and developing a structured approach to intersectoral action.

Flipping social determinants on its head: Medical student perspectives on the flipped classroom and simulated patients to teach social determinants of health.

PubMed

Gostelow, N; Barber, J; Gishen, F; Berlin, A

2018-02-19

Inequalities in healthcare are increasing. Engaging medical students to tackle this urgent challenge alongside clinical sciences can be demanding. This study examines medical student perceptions of a flipped approach to health inequalities co-designed by faculty and sixth-year students. A flipped learning session was piloted for year 4 medical students combining an online lesson followed by a tutorial with a simulated patient. A mixed-methods approach collected questionnaire data using 4-point Likert scales and free text answers. A semi-structured group interview was conducted with six voluntary participants. Two hundred and eighty-nine students completed questionnaires. 85% (n = 246) completed the online lesson. Students agreed the session helped their understanding of key concepts (mean 3.2), was improved by having an actor (mean = 3.6), and was enjoyable (mean = 3.2). Thematic analysis of qualitative questionnaire and interview data revealed three themes: engagement; structure; and attitudes towards social determinants of health. The simulation increased clinical relevance and students gained understanding of the impact of health inequalities upon individuals. This paper indicates flipped learning can increase clinical relevance and engagement in population health and person-centered care. Further work could assess changes in practice and attitudes of future doctors in tackling such global health challenges.

Forty-Five Years of Civil Litigation Against Canadian Psychiatrists: An Empirical Pilot Study.

PubMed

Mela, Mansfield; Luther, Glen; Gutheil, Thomas G

2016-02-01

To extract the themes pertaining to prudent psychiatric practice from written court judgments in Canada. We searched the medical and legal literature for cases involving civil litigation against Canadian psychiatrist and reviewed all available written judgments. We completed a thematic analysis of the civil actions against psychiatrists as conveyed by those written court judgments. We classified the cases according to the disposal status and the essential lessons from the decisions on standard of care and practice by Canadian psychiatrists. Forty such cases were identified as involving psychiatrists over a 45-year period. A subgroup included those dealing with limitation periods and disclosure applications. Thirty of the 40 cases (75%) were decided in favour of the defendant psychiatrists, including 2 dismissed for running over the limitation period. The cases that actually went to trial suggest that documentation and obtaining second opinions are protective against claims of negligence. Inpatient cases resulting in successful litigation against psychiatrists involved fatal outcomes, but not all fatal outcomes led to successful litigation. The key lessons from these cases are the importance and relevance of regular best clinical practices, such as documentation, obtaining second opinions, following guidelines, and balancing competencies in the expert and manager or advocate roles. Incorporating these practices should allay concerns about litigation against psychiatrists. © The Author(s) 2015.

'We usually just start dancing our Indian dances': urban American Indian (AI) female youths' negotiation of identity, health and the body.

PubMed

Jette, Shannon; Roberts, Erica Blue

2016-03-01

In this article, we utilise qualitative research techniques to explore how 14 urban American Indian (AI) females (aged 11-17) living in the state of Maryland discursively construct and experience health and the body, as well as how/if traditional culture shapes their understandings. In doing so, we address a significant gap in the knowledge base concerning the health beliefs of urban AI youth, and build upon research utilising a decolonising approach. Using a two-step process of thematic analysis and poststructuralist discourse analysis, we arrived at three key findings: (1) while youths are taught (and learn) mainstream lessons about health and bodily norms (mostly at school), they negotiate these lessons in complex and at times contradictory ways; (2) they do not view their AI status as conferring more or less risk upon them or their community; and (3) AI identity appears to be fluid in nature, becoming more salient, even a resource, in certain situations. We conclude with a discussion of the importance of spaces within the urban context in shaping youths' embodied subjectivities, and in particular, contrast the space of the school with that of the urban AI community centre. © 2015 Foundation for the Sociology of Health & Illness.

Surmounting the unique challenges in health disparities education: a multi-institution qualitative study.

PubMed

Carter-Pokras, Olivia; Bereknyei, Sylvia; Lie, Desiree; Braddock, Clarence H

2010-05-01

The National Consortium for Multicultural Education for Health Professionals (Consortium) comprises educators representing 18 US medical schools, funded by the National Institutes of Health. Collective lessons learned from curriculum implementation by principal investigators (PIs) have the potential to guide similar educational endeavors. Describe Consortium PI's self-reported challenges with curricular development, solutions and their new curricular products. Information was collected from PIs over 2 months using a 53-question structured three-part questionnaire. The questionnaire addressed PI demographics, curriculum implementation challenges and solutions, and newly created curricular products. Study participants were 18 Consortium PIs. Descriptive analysis was used for quantitative data. Narrative responses were analyzed and interpreted using qualitative thematic coding. Response rate was 100%. Common barriers and challenges identified by PIs were: finding administrative and leadership support, sustaining the momentum, continued funding, finding curricular space, accessing and engaging communities, and lack of education research methodology skills. Solutions identified included engaging stakeholders, project-sharing across schools, advocacy and active participation in committees and community, and seeking sustainable funding. All Consortium PIs reported new curricular products and extensive dissemination efforts outside their own institutions. The Consortium model has added benefits for curricular innovation and dissemination for cultural competence education to address health disparities. Lessons learned may be applicable to other educational innovation efforts.

Apollo 13 Guidance, Navigation, and Control Challenges

NASA Technical Reports Server (NTRS)

Goodman, John L.

2009-01-01

Combustion and rupture of a liquid oxygen tank during the Apollo 13 mission provides lessons and insights for future spacecraft designers and operations personnel who may never, during their careers, have participated in saving a vehicle and crew during a spacecraft emergency. Guidance, Navigation, and Control (GNC) challenges were the reestablishment of attitude control after the oxygen tank incident, re-establishment of a free return trajectory, resolution of a ground tracking conflict between the LM and the Saturn V S-IVB stage, Inertial Measurement Unit (IMU) alignments, maneuvering to burn attitudes, attitude control during burns, and performing manual GNC tasks with most vehicle systems powered down. Debris illuminated by the Sun and gaseous venting from the Service Module (SM) complicated crew attempts to identify stars and prevented execution of nominal IMU alignment procedures. Sightings on the Sun, Moon, and Earth were used instead. Near continuous communications with Mission Control enabled the crew to quickly perform time critical procedures. Overcoming these challenges required the modification of existing contingency procedures.

Experiment Automation with a Robot Arm using the Liquids Reflectometer Instrument at the Spallation Neutron Source

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zolnierczuk, Piotr A; Vacaliuc, Bogdan; Sundaram, Madhan

The Liquids Reflectometer instrument installed at the Spallation Neutron Source (SNS) enables observations of chemical kinetics, solid-state reactions and phase-transitions of thin film materials at both solid and liquid surfaces. Effective measurement of these behaviors requires each sample to be calibrated dynamically using the neutron beam and the data acquisition system in a feedback loop. Since the SNS is an intense neutron source, the time needed to perform the measurement can be the same as the alignment process, leading to a labor-intensive operation that is exhausting to users. An update to the instrument control system, completed in March 2013, implementedmore » the key features of automated sample alignment and robot-driven sample management, allowing for unattended operation over extended periods, lasting as long as 20 hours. We present a case study of the effort, detailing the mechanical, electrical and software modifications that were made as well as the lessons learned during the integration, verification and testing process.« less

New Materials for the Undergraduate Classroom to Build Pre-Service Teachers' NGSS Skills and Knowledge

NASA Astrophysics Data System (ADS)

Egger, A. E.; Awad, A. A.; Baldwin, K. A.; Birnbaum, S. J.; Bruckner, M. Z.; DeBari, S. M.; Dechaine, J.; Ebert, J. R.; Gray, K. R.; Hauge, R.; Linneman, S. R.; Monet, J.; Thomas, J.; Varrella, G.

2014-12-01

As part of InTeGrate, teams of 3 instructors at 3 different institutions developed modules that help prepare pre-service teachers to teach Earth science aligned with the NGSS. Modules were evaluated against a rubric, which addresses InTeGrate's five guiding principles, learning objectives and outcomes, assessment and measurement, resources and materials, instructional strategies and alignment. As all modules must address one or more Earth-related grand challenge facing society, develop student ability to address interdisciplinary problems, improve student understanding of the methods of geoscience, use authentic geoscience data, and incorporate systems thinking, they align well with the NGSS. Once modules passed the rubric, they were tested by the authors in their classrooms. Testing included pre- and post-assessment of geoscience literacy and assessment of student learning towards the module goal; materials were revised based on the results of testing. In "Exploring Geoscience Methods with Secondary Education Students," pre-service science teachers compare geoscientific thinking with the classic (experimental) scientific method, investigate global climate change and its impacts on human systems, and prepare an interdisciplinary lesson plan that addresses geoscience methods in context of a socioscientific issue. In "Soils and Society," pre-service elementary teachers explore societal issues where soil is important, develop skills to describe and test soil properties, and create a standards-based Soils and Society Kit that consists of lessons and supporting materials to teach K-8 students about a soil-and-society issue. In "Interactions between Water, Earth's Surface, and Human Activity," students explore the effects of running water on shaping Earth's surface both over geologic time and through short-term flooding events, and produce a brochure to inform citizens of the impact of living near a river. The modules are freely available at http://serc.carleton.edu/integrate/teaching_materials/modules_courses.html and include Instructor Stories, where each author describes how they adapted the module to their teaching environment. The goal of showing different implementations of the materialst is to facilitate adoption and adaption beyond the team of authors.

An evaluation of medical student-led podcasts: what are the lessons learnt?

PubMed

Kapoor, Smriti; Catton, Rory; Khalil, Hisham

2018-01-01

Student-led podcasts were developed by 5th year Peninsula Medical School students as part of an educational grant. The students completed 35 video podcasts using PREZI software, and based on clinical indicative presentations of the Peninsula Medical School curriculum. Third, 4th and 5th year medical students were invited to complete the evaluation of the indicative presentation video podcasts they watched. Both quantitative and qualitative data were collected through anonymized questionnaires. A thematic analysis of qualitative data was carried out. Seven hundred and fifty students were invited to evaluate the podcasts of which 142 responded to the email. One hundred and forty-two students were assigned podcasts, of whom 122 completed the podcast questionnaire (85.9%), with 20 students dropping out for unknown reasons. The majority of the students found the podcasts to be clear, of an appropriate length, targeted at the right academic level and providing a good method of learning. However, there were mixed views in relation to the preference of podcasts over conventional learning methods. The thematic analysis identified positive comments and areas of improvement for the podcasts. Podcasts conducted in an interview style with an engaging voice and images are thought to help maintain student engagement from their perspective. Further evaluation/research is required to help establish the correct depth and breadth of information to be included in podcasts.

Telephone and Face-to-Face Interviews with Low-Income Males with Child Care Responsibilities Support Inclusion as a Target Audience in SNAP-Ed.

PubMed

Krall, Jodi Stotts; Wamboldt, Patricia; Lohse, Barbara

2015-06-01

Federally funded nutrition programs mostly target females. Changes in family dynamics suggest low-income men have an important role in food management responsibilities. The purpose of this study was to inform nutrition education program planning to meet needs of lower-income males. Cross-sectional telephone and face-to-face interviews. Stratified random sample of men (n = 101), 18-59 years of age, with child care responsibilities, living in households participating in the Supplemental Nutrition Assistance Program and a convenience sample of adult males (n = 25) recruited from lower income venues. (1) Scripted telephone interviews about health status, eating behaviors, eating competence, food security, technology usage and topics and strategies for nutrition education. (2) In-person cognitive interviews during review of selected online nutrition education lessons. Nutrition education topics of interest, preferred educational strategies, influences on and barriers to intake, eating competence, critiques of online program content, graphics, format. Bivariate correlations, independent t tests, one-way analysis of variance or Chi square, as appropriate. Thematic analyses of cognitive interviews. Of telephone interviewees, 92.1% prepared meals/snacks for children and 54.5% made major household food decisions. Taste was the greatest influence on food selection and the greatest barrier to eating healthful foods. Topics of highest interest were "which foods are best for kids" and "how to eat more healthy foods." Preferred nutrition education strategies included online delivery. Online lessons were highly rated. Interactive components were recognized as particularly appealing; enhanced male centricity of lessons was supported. Findings provided compelling evidence for including needs specific to low-income males when planning, designing, and funding nutrition education programs.

Lessons learned about coordinating academic partnerships from an international network for health education.

PubMed

Luo, Airong; Omollo, Kathleen Ludewig

2013-11-01

There is a growing trend of academic partnerships between U.S., Canadian, and European health science institutions and academic health centers in low- and middle-income countries. These partnerships often encounter challenges such as resource disparities and power differentials, which affect the motivations, expectations, balance of benefits, and results of the joint projects. Little has been discussed in previous literature regarding the communication and project management processes that affect the success of such partnerships. To fill the gap in the literature, the authors present lessons learned from the African Health Open Educational Resources Network, a multicountry, multiorganizational partnership established in May 2008. The authors introduce the history of the network, then discuss actively engaging stakeholders throughout the project's life cycle (design, planning, execution, and closure) through professional development, relationship building, and assessment activities. They focus on communication and management practices used to identify mutually beneficial project goals, ensure timely completion of deliverables, and develop sustainable sociotechnical infrastructure for future collaborative projects. These activities yielded an interactive process of action, assessment, and reflection to ensure that project goals and values were aligned with implementation. The authors conclude with a discussion of lessons learned and how the partnership project may serve as a model for other universities and academic health centers in high-income countries and low- and middle-income countries that are interested in or currently pursuing international academic partnerships.

The Midwifery Services Framework: Lessons learned from the initial stages of implementation in six countries.

PubMed

Garg, Shantanu; Moyo, Nester T; Nove, Andrea; Bokosi, Martha

2018-07-01

In 2015, the International Confederation of Midwives (ICM) launched the Midwifery Services Framework (MSF): an evidence-based tool to guide countries through the process of improving their sexual, reproductive, maternal and newborn health services through strengthening and developing the midwifery workforce. The MSF is aligned with key global architecture for sexual, reproductive, maternal and newborn health and human resources for health. This third in a series of three papers describes the experience of starting to implement the MSF in the first six countries that requested ICM support to adopt the tool, and the lessons learned during these early stages of implementation. The early adopting countries selected a variety of priority work areas, but nearly all highlighted the importance of improving the attractiveness of midwifery as a career so as to improve attraction and retention, and several saw the need for improvements to midwifery regulation, pre-service education, availability and/or accessibility of midwives. Key lessons from the early stages of implementation include the need to ensure a broad range of stakeholder involvement from the outset and the need for an in-country lead organisation to maintain the momentum of implementation even when there are changes in political leadership, security concerns or other barriers to progress. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

United States Guild Certified Feldenkrais Teachers®: a survey of characteristics and practice patterns

PubMed Central

2014-01-01

Background Feldenkrais Method® teachers help students improve function and quality of life through verbally and manually guided lessons. The reasons people seek Feldenkrais® lessons are poorly understood. Similarly, little is known about practice characteristics and patterns. To address these knowledge gaps, we conducted an extensive survey of United States Guild Certified Feldenkrais Teachers®. Methods We invited all Feldenkrais Teachers to participate in this survey delivered in web-based or print formats. We obtained overall and question-specific response rates, descriptive statistics, chi-square tests of response bias, and performed qualitative thematic review of comments. Results Overall response rate was 30.5% (392/1287). Ninety percent of responders had college degrees in diverse fields; 12.5% had credentials outside health care, 36.9% held conventional health care licenses, and 23.1% had complementary and alternative medicine credentials. Mean age was 55.7 years; most teachers were women (83%). California (n = 100) and New York (n = 34) had the most teachers. Forty-five percent of teachers earned ≤ 20% of their gross income from their practices, while 26% earned > 80%. Most saw < 10 students/week for individual lessons and < 10 students/week for group lessons. Students were mostly women (71.1%) and 45–64 years old. The primary reason students sought Feldenkrais lessons was pain. A quarter of students self-referred, a fifth were referred by conventional health care providers, and two-thirds paid for services directly. Themes from comments included: beliefs that Feldenkrais training had important personal and professional benefits for teachers; recognition of the challenges of operating small businesses and succinctly describing the Feldenkrais Method; the variety of practice approaches; and a deep commitment to the Feldenkrais Method. Conclusions Most Feldenkrais Teachers were well educated, often held additional credentials, were located in the West, were women, were older than 50 years, and had part-time practices. Most students were women, were adults, came from various referral sources, and paid directly for services. Teachers and students utilized the Feldenkrais Method in diverse settings and applications. These findings may foster practice development by Feldenkrais Teachers, improve communication between health care consumers and providers and assist decision-making, and stimulate more research concerning the Feldenkrais Method. PMID:24985488

Do Open Source LMSs Support Personalization? A Comparative Evaluation

NASA Astrophysics Data System (ADS)

Kerkiri, Tania; Paleologou, Angela-Maria

A number of parameters that support the LMSs capabilities towards content personalization are presented and substantiated. These parameters constitute critical criteria for an exhaustive investigation of the personalization capabilities of the most popular open source LMSs. Results are comparatively shown and commented upon, thus highlighting a course of conduct for the implementation of new personalization methodologies for these LMSs, aligned at their existing infrastructure, to maintain support of the numerous educational institutions entrusting major part of their curricula to them. Meanwhile, new capabilities arise as drawn from a more efficient description of the existing resources -especially when organized into widely available repositories- that lead to qualitatively advanced learner-oriented courses which would ideally meet the challenge of combining personification of demand and personalization of thematic content at once.

Utilizing the NASA Data-enhanced Investigations for Climate Change Education Resource for Elementary Pre-service Teachers in a Technology Integration Education Course.

NASA Astrophysics Data System (ADS)

Howard, E. M.; Moore, T.; Hale, S. R.; Hayden, L. B.; Johnson, D.

2014-12-01

The preservice teachers enrolled in the EDUC 203 Introduction to Computer Instructional Technology course, primarily for elementary-level had created climate change educational lessons based upon their use of the NASA Data-enhanced Investigations for Climate Change Education (DICCE). NASA climate education datasets and tools were introduced to faculty of Minority Serving Institutions through a grant from the NASA Innovations in Climate Education program. These lessons were developed to study various ocean processes involving phytoplankton's chlorophyll production over time for specific geographic areas using the Giovanni NASA software tool. The pre-service teachers had designed the climate change content that will assist K-4 learners to identify and predict phytoplankton sources attributed to sea surface temperatures, nutrient levels, sunlight, and atmospheric carbon dioxide associated with annual chlorophyll production. From the EDUC 203 course content, the preservice teachers applied the three phases of the technology integration planning (TIP) model in developing their lessons. The Zunal website (http://www.zunal.com) served as a hypermedia tool for online instructional delivery in presenting the climate change content, the NASA climate datasets, and the visualization tools used for the production of elementary learning units. A rubric was developed to assess students' development of their webquests to meet the overall learning objectives and specific climate education objectives. Accompanying each webquest is a rubric with a defined table of criteria, for a teacher to assess students completing each of the required tasks for each lesson. Two primary challenges of technology integration for elementary pre-service teachers were 1) motivating pre-service teachers to be interested in climate education and 2) aligning elementary learning objectives with the Next Generation science standards of climate education that are non-existent in the Common Core State Standards.

Behavioural interventions for weight management in pregnancy: a systematic review of quantitative and qualitative data.

PubMed

Campbell, Fiona; Johnson, Maxine; Messina, Josie; Guillaume, Louise; Goyder, Elizabeth

2011-06-22

There is a rising prevalence of excessive weight gain in pregnancy and an increasing number of pregnant women who are overweight or obese at the start of the pregnancy. Excessive weight gain during pregnancy is associated with adverse maternal and neonatal consequences and increases the risk of long-term obesity. Pregnancy therefore may be a key time to prevent excessive weight gain and improve the health of women and their unborn child. This systematic review sought to assess the effectiveness of behavioural interventions to prevent excessive weight gain in pregnancy and explore the factors that influence intervention effectiveness. We undertook a systematic review of quantitative and qualitative evidence. This included a meta-analysis of controlled trials of diet and physical activity interventions to prevent excessive weight gain during pregnancy and a thematic synthesis of qualitative studies that investigated the views of women on weight management during pregnancy. A thorough search of eleven electronic bibliographic databases, reference lists of included studies, relevant review articles and experts in the field were contacted to identify potentially relevant studies.Two independent reviewers extracted data. RevMan software was used to perform the meta-analyses. Qualitative data was subject to thematic analysis. Both quantitative and qualitative data were aligned using a matrix framework. Five controlled trials and eight qualitative studies were included. The overall pooled effect size found no significant difference in gestational weight gain amongst participants in the intervention group compared with the control group (mean difference -0.28 95% CI -0.64 to 0.09). The study designs, participants and interventions all varied markedly and there was significant heterogeneity within this comparison in the meta-analysis (I2 67%). Subgroup and sensitivity analysis did not identify contextual elements that influenced the effectiveness of the intervention.In a thematic analysis of the qualitative studies, three major themes emerged relating to women's views of weight management in pregnancy: pregnancy as a time of transition and change, conflicting and contradictory messages and a perceived lack of control. When the results of both quantitative and qualitative data were aligned it was clear that some of the barriers that women described in achieving healthy weight gain in pregnancy were not addressed by the interventions evaluated. This may have contributed to the limited effectiveness of the interventions. Despite intense and often tailored interventions there was no statistically significant effect on weight gain during pregnancy. Inadequate and often contradictory information regarding healthy weight management was reported by women in qualitative studies and this was addressed in the interventions but this in itself was insufficient to lead to reduced weight gain. Multiple types of interventions, including community based strategies are needed to address this complex health problem.

Managing multiple funding streams and agendas to achieve local and global health and research objectives: lessons from the field

PubMed Central

Holmes, Charles B.; Sikazwe, Izukanji; Raelly, Roselyne; Freeman, Bethany; Wambulawae, Inonge; Silwizya, Geoffrey; Topp, Stephanie; Chilengi, Roma; Henostroza, German; Kapambwe, Sharon; Simbeye, Darius; Sibajene, Sheila; Chi, Harmony; Godfrey, Katy; Chi, Benjamin; Moore, Carolyn Bolton

2014-01-01

Multiple funding sources provide research and program implementation organizations a broader base of funding and facilitate synergy, but also entail challenges that include varying stakeholder expectations, unaligned grant cycles, and highly variable reporting requirements. Strong governance and strategic planning are essential to ensure alignment of goals and agendas. Systems to track budgets and outputs as well as procurement and human resources are required. A major goal is to transition leadership and operations to local ownership. This article details successful approaches used by the newly independent non-governmental organization, the Centre for Infectious Disease Research in Zambia (CIDRZ). PMID:24321983

Managing multiple funding streams and agendas to achieve local and global health and research objectives: lessons from the field.

PubMed

Holmes, Charles B; Sikazwe, Izukanji; Raelly, Roselyne L; Freeman, Bethany L; Wambulawae, Inonge; Silwizya, Geoffrey; Topp, Stephanie M; Chilengi, Roma; Henostroza, German; Kapambwe, Sharon; Simbeye, Darius; Sibajene, Sheila; Chi, Harmony; Godfrey, Katy; Chi, Benjamin; Moore, Carolyn Bolton

2014-01-01

Multiple funding sources provide research and program implementation organizations a broader base of funding and facilitate synergy, but also entail challenges that include varying stakeholder expectations, unaligned grant cycles, and highly variable reporting requirements. Strong governance and strategic planning are essential to ensure alignment of goals and agendas. Systems to track budgets and outputs, as well as procurement and human resources are required. A major goal of funders is to transition leadership and operations to local ownership. This article details successful approaches used by the newly independent nongovernmental organization, the Centre for Infectious Disease Research in Zambia.

Global faculty development: lessons learned from the Foundation for Advancement of International Medical Education and Research (FAIMER) initiatives.

PubMed

Burdick, William P

2014-08-01

Foundation for Advancement of International Medical Education and Research (FAIMER) faculty development programs have operated since 2001 and are designed to overcome many of the challenges inherent in global health collaborations, including alignment with local needs, avoiding persistent dependency, and development of trust. FAIMER fellowship programs, developed for midcareer faculty members in all health professions from around the world, share goals of strengthening knowledge and skills in education leadership, education methods, and project management and evaluation. Building community is another explicit goal that allows participants to support and learn from each other.The author recommends several practices for successful international collaborations based on 13 years of experience with FAIMER fellowships. These include using authentic education projects to maintain alignment with local needs and apply newly acquired knowledge and skills, teaching leadership across cultures with careful communication and adaptation of concepts to local environments, cultivating a strong field of health professions education to promote diffusion of ideas and advocate for policy change, intentionally promoting field development and leadership to reduce dependency, giving generously of time and resources, learning from others as much as teaching others, and recognizing that effective partnerships revolve around personal relationships to build trust. These strategies have enabled the FAIMER fellowship programs to stay aligned with local needs, reduce dependency, and maintain trust.

Overcoming challenges in implementing the WHO Surgical Safety Checklist: lessons learnt from using a checklist training course to facilitate rapid scale up in Madagascar

PubMed Central

Close, Kristin L; Baxter, Linden S; Ravelojaona, Vaonandianina A; Rakotoarison, Hasiniaina N; Bruno, Emily; Herbert, Alison; Andean, Vanessa; Callahan, James; Andriamanjato, Hery H

2017-01-01

The WHO Surgical Safety Checklist was launched in 2009, and appropriate use reduces mortality, surgical site infections and complications after surgery by up to 50%. Implementation across low-income and middle-income countries has been slow; published evidence is restricted to reports from a few single institutions, and significant challenges to successful implementation have been identified and presented. The Mercy Ships Medical Capacity Building team developed a multidisciplinary 3-day Surgical Safety Checklist training programme designed for rapid wide-scale implementation in all regional referral hospitals in Madagascar. Particular attention was given to addressing previously reported challenges to implementation. We taught 427 participants in 21 hospitals; at 3–4 months postcourse, we collected surveys from 183 participants in 20 hospitals and conducted one focus group per hospital. We used a concurrent embedded approach in this mixed-methods design to evaluate participants’ experiences and behavioural change as a result of the training programme. Quantitative and qualitative data were analysed using descriptive statistics and inductive thematic analysis, respectively. This analysis paper describes our field experiences and aims to report participants’ responses to the training course, identify further challenges to implementation and describe the lessons learnt. Recommendations are given for stakeholders seeking widespread rapid scale up of quality improvement initiatives to promote surgical safety worldwide. PMID:29225958

Missed opportunities for diagnosis: lessons learned from diagnostic errors in primary care.

PubMed

Goyder, Clare R; Jones, Caroline H D; Heneghan, Carl J; Thompson, Matthew J

2015-12-01

Because of the difficulties inherent in diagnosis in primary care, it is inevitable that diagnostic errors will occur. However, despite the important consequences associated with diagnostic errors and their estimated high prevalence, teaching and research on diagnostic error is a neglected area. To ascertain the key learning points from GPs' experiences of diagnostic errors and approaches to clinical decision making associated with these. Secondary analysis of 36 qualitative interviews with GPs in Oxfordshire, UK. Two datasets of semi-structured interviews were combined. Questions focused on GPs' experiences of diagnosis and diagnostic errors (or near misses) in routine primary care and out of hours. Interviews were audiorecorded, transcribed verbatim, and analysed thematically. Learning points include GPs' reliance on 'pattern recognition' and the failure of this strategy to identify atypical presentations; the importance of considering all potentially serious conditions using a 'restricted rule out' approach; and identifying and acting on a sense of unease. Strategies to help manage uncertainty in primary care were also discussed. Learning from previous examples of diagnostic errors is essential if these events are to be reduced in the future and this should be incorporated into GP training. At a practice level, learning points from experiences of diagnostic errors should be discussed more frequently; and more should be done to integrate these lessons nationally to understand and characterise diagnostic errors. © British Journal of General Practice 2015.

Learning lessons from a traditional midwifery workforce in western Kenya.

PubMed

Dietsch, Elaine; Mulimbalimba-Masururu, Luc

2011-06-01

To learn lessons from a traditional midwifery workforce in Western Kenya. With the assistance of an interpreter, qualitative data was collected during in-depth individual and group interviews with traditional midwives. English components of the interviews were transcribed verbatim and the data thematically analysed. A rural, economically disadvantaged area of Western Kenya. 84 participants who practise as traditional midwives. It was common for these traditional midwives to believe they had received a spiritual gift which enabled them to learn the skills required from another midwife, often but not always their mother. The participants commenced their midwifery practice by learning through an apprenticeship or mentoring model but they anticipated their learning to be lifelong. Lifelong learning occurred through experiential reflection and reciprocal learning from each other. Learning in colleges, hospitals and through seminars facilitated by non-government organisations was also desired and esteemed by the participants but considered a secondary, though more authoritative source of learning. The primary learning strategies used by the participants enabled them to have confidence in physiological birth; birthing women; and their own skills as traditional midwives. Learning from women and continued professional reflection are ways of learning for midwives that may increase their confidence in women, birthing and their midwifery skills. These attributes are essential for midwives, regardless of their workforce context. Copyright © 2011 Elsevier Ltd. All rights reserved.

Barriers and enablers to the provision of alcohol treatment among Aboriginal Australians: a thematic review of five research projects.

PubMed

Gray, Dennis; Wilson, Mandy; Allsop, Steve; Saggers, Sherry; Wilkes, Edward; Ober, Coralie

2014-09-01

To review the results of five research projects commissioned to enhance alcohol treatment among Aboriginal Australians, and to highlight arising from them. Drafts of the papers were workshopped by project representatives, final papers reviewed and results summarised. Lessons arising were identified and described. While the impact of the projects varied, they highlight the feasibility of adapting mainstream interventions in Aboriginal Australian contexts. Outcomes include greater potential to: screen for those at risk; increase community awareness; build capacity and partnerships between organisations; and co-ordinate comprehensive referral networks and service provision. Results show a small investment can produce sustainable change and positive outcomes. However, to optimise and maintain investment, cultural difference needs to be recognised in both planning and delivery of alcohol interventions; resources and funding must be responsive to and realistic about the capacities of organisations; partnerships need to be formed voluntarily based on respect, equality and trust; and practices and procedures within organisations need to be formalised. There is no simple way to reduce alcohol-related harm in Aboriginal communities. However, the papers reviewed show that with Aboriginal control, modest investment and respectful collaboration, service enhancements and improved outcomes can be achieved. Mainstream interventions need to be adapted to Aboriginal settings, not simply transferred. The lessons outlined provide important reflections for future research. © 2014 Australasian Professional Society on Alcohol and other Drugs.

The development of participatory health research among incarcerated women in a Canadian prison

PubMed Central

Murphy, K.; Hanson, D.; Hemingway, C.; Ramsden, V.; Buxton, J.; Granger-Brown, A.; Condello, L-L.; Buchanan, M.; Espinoza-Magana, N.; Edworthy, G.; Hislop, T. G.

2009-01-01

This paper describes the development of a unique prison participatory research project, in which incarcerated women formed a research team, the research activities and the lessons learned. The participatory action research project was conducted in the main short sentence minimum/medium security women's prison located in a Western Canadian province. An ethnographic multi-method approach was used for data collection and analysis. Quantitative data was collected by surveys and analysed using descriptive statistics. Qualitative data was collected from orientation package entries, audio recordings, and written archives of research team discussions, forums and debriefings, and presentations. These data and ethnographic observations were transcribed and analysed using iterative and interpretative qualitative methods and NVivo 7 software. Up to 15 women worked each day as prison research team members; a total of 190 women participated at some time in the project between November 2005 and August 2007. Incarcerated women peer researchers developed the research processes including opportunities for them to develop leadership and technical skills. Through these processes, including data collection and analysis, nine health goals emerged. Lessons learned from the research processes were confirmed by the common themes that emerged from thematic analysis of the research activity data. Incarceration provides a unique opportunity for engagement of women as expert partners alongside academic researchers and primary care workers in participatory research processes to improve their health. PMID:25759141

Surmounting the Unique Challenges in Health Disparities Education: A Multi-Institution Qualitative Study

PubMed Central

Bereknyei, Sylvia; Lie, Desiree; Braddock, Clarence H.

2010-01-01

Background The National Consortium for Multicultural Education for Health Professionals (Consortium) comprises educators representing 18 US medical schools, funded by the National Institutes of Health. Collective lessons learned from curriculum implementation by principal investigators (PIs) have the potential to guide similar educational endeavors. Objective Describe Consortium PI’s self-reported challenges with curricular development, solutions and their new curricular products. Methods Information was collected from PIs over 2 months using a 53-question structured three-part questionnaire. The questionnaire addressed PI demographics, curriculum implementation challenges and solutions, and newly created curricular products. Study participants were 18 Consortium PIs. Descriptive analysis was used for quantitative data. Narrative responses were analyzed and interpreted using qualitative thematic coding. Results Response rate was 100%. Common barriers and challenges identified by PIs were: finding administrative and leadership support, sustaining the momentum, continued funding, finding curricular space, accessing and engaging communities, and lack of education research methodology skills. Solutions identified included engaging stakeholders, project-sharing across schools, advocacy and active participation in committees and community, and seeking sustainable funding. All Consortium PIs reported new curricular products and extensive dissemination efforts outside their own institutions. Conclusion The Consortium model has added benefits for curricular innovation and dissemination for cultural competence education to address health disparities. Lessons learned may be applicable to other educational innovation efforts. PMID:20352503

The Astro-H Soft X-Ray Mirror

NASA Technical Reports Server (NTRS)

Robinson, David; Okajima, Takashi; Serlemitsos, Peter; Soong, Yang

2012-01-01

The Astro-H is led by the Japanese Space Agency (JAXA) in collaboration with many other institutions including the NASA Goddard Space Flight Center. Goddard's contributions include two soft X-ray telescopes (SXTs). The telescopes have an effective area of 562 square cm at 1 keV and 425 square cm at 6 keV with an image quality requirement of 1.7 arc-minutes half power diameter (HPD). The engineering model has demonstrated 1.1 arc-minutes HPD error. The design of the SXT is based on the successful Suzaku mission mirrors with some enhancements to improve the image quality. Two major enhancements are bonding the X-ray mirror foils to alignment bars instead of allowing the mirrors to float, and fabricating alignment bars with grooves within 5 microns of accuracy. An engineering model SXT was recently built and subjected to several tests including vibration, thermal, and X-ray performance in a beamline. Several lessons were learned during this testing that will be incorporated in the flight design. Test results and optical performance are discussed, along with a description of the design of the SXT.

Impact of the Cancer Prevention and Control Research Network

PubMed Central

Ribisl, Kurt M.; Fernandez, Maria E.; Friedman, Daniela B.; Hannon, Peggy; Leeman, Jennifer; Moore, Alexis; Olson, Lindsay; Ory, Marcia; Risendal, Betsy; Sheble, Laura; Taylor, Vicky; Williams, Rebecca; Weiner, Bryan J.

2018-01-01

The Cancer Prevention and Control Research Network (CPCRN) is a thematic network dedicated to accelerating the adoption of evidence-based cancer prevention and control practices in communities by advancing dissemination and implementation science. Funded by the Centers for Disease Control and Prevention and National Cancer Institute, CPCRN has operated at two levels: Each participating Network Center conducts research projects with primarily local partners as well as multicenter collaborative research projects with state and national partners. Through multicenter collaboration, thematic networks leverage the expertise, resources, and partnerships of participating centers to conduct research projects collectively that might not be feasible individually. Although multicenter collaboration often is advocated, it is challenging to promote and assess. Using bibliometric network analysis and other graphical methods, this paper describes CPCRN’s multicenter publication progression from 2004 to 2014. Searching PubMed, Scopus, and Web of Science in 2014 identified 249 peer-reviewed CPCRN publications involving two or more centers out of 6,534 total. The research and public health impact of these multicenter collaborative projects initiated by CPCRN during that 10-year period were then examined. CPCRN established numerous workgroups around topics such as: 2-1-1, training and technical assistance, colorectal cancer control, federally qualified health centers, cancer survivorship, and human papillomavirus. The paper discusses the challenges that arise in promoting multicenter collaboration and the strategies that CPCRN uses to address those challenges. The lessons learned should broadly interest those seeking to promote multisite collaboration to address public health problems, such as cancer prevention and control. PMID:28215371

The politics of HPV vaccination policy formation in the United States.

PubMed

Abiola, Sara E; Colgrove, James; Mello, Michelle M

2013-08-01

This article explores the political dimensions of policy formation for the human papillomavirus (HPV) vaccine through case studies of six states: California, Indiana, New Hampshire, New York, Texas, and Virginia. Using thematic content analysis of semistructured key informant interviews with policy stakeholders, newspaper articles, and archival materials, we describe the trajectory of public health policy developments for HPV immunization and analyze key influences on policy outcomes through the theoretical lens of the Multiple Streams framework. Specifically, we examine factors influencing the extent to which HPV was perceived as a problem meriting policy action; political forces that facilitated and impeded policy adoption, including interest-group opposition and structural and ideological features of the states' political environments; and factors affecting which policy alternatives received consideration. We find that effective policy entrepreneurship played a critical role in determining policy outcomes. We conclude by discussing lessons from the case of HPV vaccination for future efforts to craft vaccination policies.

Promoting aging well: evaluation of Vital-Aging-Multimedia Program in Madrid, Spain.

PubMed

Caprara, Mariagiovanna; Fernández-Ballesteros, Rocío; Alessandri, Guido

2016-09-01

This article attests to the effectiveness of Vital Aging-Multimedia (VA-M, 'Vivir con Vitalidad-M'), a psycho-educational multimedia program designed to promote successful aging. The program was implemented over 3 months through 35 h of video lessons grouped into 15 thematic units addressing four domains of experience commonly associated with aging well: health and healthy habits, cognitive functioning, aging self-efficacy and well-being and social participation. In accordance with a quasi-experimental design, a total of 115 senior citizens (aged 54-82) participated: 73 subjects attended the VA-M, while 42 subjects with similar characteristics served as controls. All subjects were assessed before and after the program on target variables related to the above domains of functioning. Significant changes in most of the examined variables documented the positive effects of the program. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

"Recognize Our Humanity": Immigrant Youth Voices on Health Care in Arizona's Restrictive Political Environment.

PubMed

Gómez, Sofía; Castañeda, Heide

2018-02-01

The "DACAmented Voices in Healthcare" project examined the intersection of restrictive immigration policies and health care via photovoice, a participatory action research approach, with immigrant youth living in Arizona, who were recipients of the Deferred Action for Childhood Arrivals (DACA) program. These "DACAmented" youth took part in nine photovoice sessions exploring their health care experiences and accessibility to care using documentary photography and narratives. They poignantly illustrated their experiences through images identifying their main health concerns and strengths, facilitating the development of health policy recommendations. This article illustrates the thematic findings and discusses policy recommendations and lessons learned from presentations to policy makers and health care providers. Findings suggest that immigrant youth are knowledgeable of their family's health care needs and hold a unique and important position within mixed-status households. Health care providers can benefit from the proposed recommendations by building bridges to care to address health equity in immigrant communities.

The dignity of struggle.

PubMed

Silverman, Maura English

2011-01-01

The theme of this article focuses on the survivors' ability to participate in life as fully as they choose and the way in which individuals in those persons' lives can support this objective. A description of how the adult onset of communication disorders can affect self-image and self-identity is provided. Persons with aphasia are encouraged to consider various issues: What do individuals have control over at each level of their recovery versus what choices are made for them? What communicative power do individuals have and what environmental barriers are at play? Variables that define dignity along each stage of recovery are outlined. This thematic impression is supported by my recent experience with my mother who suffered a stroke with aphasia. It can be a challenge to translate the philosophical basis for professional work into a personal relationship. However, many lessons about dignity and empathy are gleaned from the experience.

Creating comprehensive, youth centered, culturally appropriate sex education: What do young gay, bisexual and questioning men want?

PubMed

Pingel, Emily Sweetnam; Thomas, Laura; Harmell, Chelsea; Bauermeister, José

2013-12-01

We examined young gay, bisexual and questioning men's (YGBQM) experiences with school-based sex education as they sought to learn about sex and sexual health, and their suggestions for improving same-sex education resources. Thematic analysis of 30 in-depth interviews with YGBQM (ages 18-24) underscored the discrepancies between the existing school-based sex education curricula and YGBQM's perceived sex education needs. Our results show that many youths' sexuality and same-sex sexual behaviors are excluded in sex education lessons; however, YGBQM noted that they sought out other resources (e.g., websites) to answer their questions. We discuss YGBQM's ideas for the creation of a sex and sexual health website that would be tailored for youth like themselves, including topics and features that an ideal website would contain. In addition, we present recommended changes to existing school-based sexual education curricula.

Creating comprehensive, youth centered, culturally appropriate sex education: What do young gay, bisexual and questioning men want?

PubMed Central

Pingel, Emily Sweetnam; Thomas, Laura; Harmell, Chelsea; Bauermeister, José

2013-01-01

We examined young gay, bisexual and questioning men's (YGBQM) experiences with school-based sex education as they sought to learn about sex and sexual health, and their suggestions for improving same-sex education resources. Thematic analysis of 30 in-depth interviews with YGBQM (ages 18-24) underscored the discrepancies between the existing school-based sex education curricula and YGBQM's perceived sex education needs. Our results show that many youths' sexuality and same-sex sexual behaviors are excluded in sex education lessons; however, YGBQM noted that they sought out other resources (e.g., websites) to answer their questions. We discuss YGBQM's ideas for the creation of a sex and sexual health website that would be tailored for youth like themselves, including topics and features that an ideal website would contain. In addition, we present recommended changes to existing school-based sexual education curricula. PMID:24348222

The Fukushima radiation accident: consequences for radiation accident medical management.

PubMed

Meineke, Viktor; Dörr, Harald

2012-08-01

The March 2011 radiation accident in Fukushima, Japan, is a textbook example of a radiation accident of global significance. In view of the global dimensions of the accident, it is important to consider the lessons learned. In this context, emphasis must be placed on consequences for planning appropriate medical management for radiation accidents including, for example, estimates of necessary human and material resources. The specific characteristics of the radiation accident in Fukushima are thematically divided into five groups: the exceptional environmental influences on the Fukushima radiation accident, particular circumstances of the accident, differences in risk perception, changed psychosocial factors in the age of the Internet and globalization, and the ignorance of the effects of ionizing radiation both among the general public and health care professionals. Conclusions like the need for reviewing international communication, interfacing, and interface definitions will be drawn from the Fukushima radiation accident.

Collecting, Integrating, and Disseminating Patient-Reported Outcomes for Research in a Learning Healthcare System

PubMed Central

Harle, Christopher A.; Lipori, Gloria; Hurley, Robert W.

2016-01-01

Introduction: Advances in health policy, research, and information technology have converged to increase the electronic collection and use of patient-reported outcomes (PROs). Therefore, it is important to share lessons learned in implementing PROs in research information systems. Case Description: The purpose of this case study is to describe a novel information system for electronic PROs and lessons learned in implementing that system to support research in an academic health center. The system incorporates freely available and commercial software and involves clinical and research workflows that support the collection, transformation, and research use of PRO data. The software and processes that comprise the system serve three main functions, (i) collecting electronic PROs in clinical care, (ii) integrating PRO data with non-patient generated clinical data, and (iii) disseminating data to researchers through the institution’s research informatics infrastructure, including the i2b2 (Informatics for Integrating Biology and the Bedside) system. Strategies: Our successful design and implementation was driven by three overarching strategies. First, we selected and implemented multiple interfaced technologies to support PRO collection, management, and research use. Second, we aimed to use standardized approaches to measuring PROs, sending PROs between systems, and disseminating PROs. Finally, we focused on using technologies and processes that aligned with existing clinical research information management strategies within our organization. Conclusion: These experiences and lessons may help future implementers and researchers enhance the scale and sustainable use of systems for research use of PROs. PMID:27563683

Collecting, Integrating, and Disseminating Patient-Reported Outcomes for Research in a Learning Healthcare System.

PubMed

Harle, Christopher A; Lipori, Gloria; Hurley, Robert W

2016-01-01

Advances in health policy, research, and information technology have converged to increase the electronic collection and use of patient-reported outcomes (PROs). Therefore, it is important to share lessons learned in implementing PROs in research information systems. The purpose of this case study is to describe a novel information system for electronic PROs and lessons learned in implementing that system to support research in an academic health center. The system incorporates freely available and commercial software and involves clinical and research workflows that support the collection, transformation, and research use of PRO data. The software and processes that comprise the system serve three main functions, (i) collecting electronic PROs in clinical care, (ii) integrating PRO data with non-patient generated clinical data, and (iii) disseminating data to researchers through the institution's research informatics infrastructure, including the i2b2 (Informatics for Integrating Biology and the Bedside) system. Our successful design and implementation was driven by three overarching strategies. First, we selected and implemented multiple interfaced technologies to support PRO collection, management, and research use. Second, we aimed to use standardized approaches to measuring PROs, sending PROs between systems, and disseminating PROs. Finally, we focused on using technologies and processes that aligned with existing clinical research information management strategies within our organization. These experiences and lessons may help future implementers and researchers enhance the scale and sustainable use of systems for research use of PROs.

"In the driver's seat": the Health Sector Strategic Master Plan as an instrument for aid coordination in Mongolia.

PubMed

Ulikpan, Anar; Narula, Indermohan; Malik, Asmat; Hill, Peter

2014-04-03

In 2005, the Ministry of Health (MoH) in Mongolia initiated the process of developing its Health Sector Strategic Master Plan (HSSMP), using a wide-ranging consultative process, driven by the MoH, and requiring participation from all levels of health facilities, other ministries, donor agencies and NGOs. Among other objectives, the MoH sought to coordinate the disparate inputs from key donors through the HSSMP, aligning them with the Plan's structure. This research explores the extent to which the HSSMP process served as a mechanism for effective aid coordination while promoting ownership and capacity building and the lessons learned for the wider international development community. The study is based on document review, key-informant interviews and authors' experience and participation in the MoH planning processes. The HSSMP process improved alignment and harmonisation. It enabled a better local understanding of the benefits of aid coordination, and the recognition that aid coordination as not only a mere administrative task, but a strategic step towards comprehensive management of both domestic and external resources. The process was not challenge free; the fractious political environment, the frequent turnover of key MoH staff, the resistance of some donors towards MoH scrutiny over their programmes and the dismantling of the central coordination and return of seconded staff following completion of the HSSMP, has slowed the pace of reform. Despite the challenges, the approach resulted in positive outcomes in the areas of ownership and better aid coordination, with HSSMP development emphasising ownership and capacity building. This contrasted with the usual outcomes focus, and neglect of the capacity building learning processes and structural and policy changes needed to ensure sustainable change. The largest and most influential programmes in the health sector are now largely aligned with HSSMP strategies, enabling the MoH to utilize these opportunities to optimise the HSSMP outcomes. The lessons for Ministries of Health in similar Post-Soviet countries--or other emerging economies where government capacity and local policy processes are relatively strong--are clear: the development of solid governance and technical infrastructure in terms of planning and evaluation provide a solid structure for donor coordination and insure against local political change.

“In the driver’s seat”: The Health Sector Strategic Master Plan as an instrument for aid coordination in Mongolia

PubMed Central

2014-01-01

In 2005, the Ministry of Health (MoH) in Mongolia initiated the process of developing its Health Sector Strategic Master Plan (HSSMP), using a wide-ranging consultative process, driven by the MoH, and requiring participation from all levels of health facilities, other ministries, donor agencies and NGOs. Among other objectives, the MoH sought to coordinate the disparate inputs from key donors through the HSSMP, aligning them with the Plan’s structure. This research explores the extent to which the HSSMP process served as a mechanism for effective aid coordination while promoting ownership and capacity building and the lessons learned for the wider international development community. The study is based on document review, key-informant interviews and authors’ experience and participation in the MoH planning processes. The HSSMP process improved alignment and harmonisation. It enabled a better local understanding of the benefits of aid coordination, and the recognition that aid coordination as not only a mere administrative task, but a strategic step towards comprehensive management of both domestic and external resources. The process was not challenge free; the fractious political environment, the frequent turnover of key MoH staff, the resistance of some donors towards MoH scrutiny over their programmes and the dismantling of the central coordination and return of seconded staff following completion of the HSSMP, has slowed the pace of reform. Despite the challenges, the approach resulted in positive outcomes in the areas of ownership and better aid coordination, with HSSMP development emphasising ownership and capacity building. This contrasted with the usual outcomes focus, and neglect of the capacity building learning processes and structural and policy changes needed to ensure sustainable change. The largest and most influential programmes in the health sector are now largely aligned with HSSMP strategies, enabling the MoH to utilize these opportunities to optimise the HSSMP outcomes. The lessons for Ministries of Health in similar Post-Soviet countries--or other emerging economies where government capacity and local policy processes are relatively strong--are clear: the development of solid governance and technical infrastructure in terms of planning and evaluation provide a solid structure for donor coordination and insure against local political change. PMID:24708860

Strengthening Multipayer Collaboration: Lessons From the Comprehensive Primary Care Initiative.

PubMed

Anglin, Grace; Tu, H A; Liao, Kristie; Sessums, Laura; Taylor, Erin Fries

2017-09-01

Policy Points: Collaboration across payers to align financial incentives, quality measurement, and data feedback to support practice transformation is critical, but challenging due to competitive market dynamics and competing institutional priorities. The Centers for Medicare & Medicaid Services or other entities convening multipayer initiatives can build trust with other participants by clearly outlining each participant's role and the parameters of collaboration at the outset of the initiative. Multipayer collaboration can be improved if participating payers employ neutral, proactive meeting facilitators; develop formal decision-making processes; seek input on decisions from practice representatives; and champion the initiative within their organizations. With increasing frequency, public and private payers are joining forces to align goals and resources for primary care transformation. However, sustaining engagement and achieving coordination among payers can be challenging. The Comprehensive Primary Care (CPC) initiative is one of the largest multipayer initiatives ever tested. Drawing on the experience of the CPC initiative, this paper examines the factors that influence the effectiveness of multipayer collaboration. This paper draws largely on semistructured interviews with CPC-participating payers and payer conveners that facilitated CPC discussions and on observation of payer meetings. We coded and analyzed these qualitative data to describe collaborative dynamics and outcomes and assess the factors influencing them. We found that several factors appeared to increase the likelihood of successful payer collaboration: contracting with effective, neutral payer conveners; leveraging the support of payer champions, and seeking input on decisions from practice representatives. The presence of these factors helped some CPC regions overcome significant initial barriers to achieve common goals. We also found that leadership from the Centers for Medicare & Medicaid Services (CMS) was key to achieving broad payer engagement in CPC, but CMS's dual role as initiative convener and participating payer at times made collaboration challenging. CMS was able to build trust with other payers by clarifying which parts of CPC could be adapted to regional contexts, deferring to other payers for these decisions, and increasing opportunities for payers to meet with CMS representatives. CPC demonstrates that when certain facilitating factors are present, payers can overcome competitive market dynamics and competing institutional priorities to align financial incentives, quality measurement, and data feedback to support practice transformation. Lessons from this large-scale, multipayer initiative may be helpful for other multipayer efforts getting under way. © 2017 Milbank Memorial Fund.

From Prototype to Product: Making Participatory Design of mHealth Commercially Viable.

PubMed

Andersen, Tariq O; Bansler, Jørgen P; Kensing, Finn; Moll, Jonas

2017-01-01

This paper delves into the challenges of engaging patients, clinicians and industry stakeholders in the participatory design of an mHealth platform for patient-clinician collaboration. It follows the process from the development of a research prototype to a commercial software product. In particular, we draw attention to four major challenges of (a) aligning the different concerns of patients and clinicians, (b) designing according to clinical accountability, (c) ensuring commercial interest, and (d) dealing with regulatory constraints when prototyping safety critical health Information Technology. Using four illustrative cases, we discuss what these challenges entail and the implications they pose to Participatory Design. We conclude the paper by presenting lessons learned.

Aligning Technology with the Organisation Using Focus and User Groups

NASA Astrophysics Data System (ADS)

Owens, Simeon

As an IT Manager of nine years in a small healthcare organisation, which has transitioned from a minimal base of IT to fully fledged systems in place, I have discovered two structures which have helped enormously in this transition. These structures are firstly, the focus group, which looks at the IT requirements of the business, and secondly the user group, or a group of super users, which help in the day to day running of the systems. I have put together a number of lessons, which I have learnt over the years through experience of the workings of these groups, the benefits of them and the value they bring to the organisation.

Lessons for major system change: centralization of stroke services in two metropolitan areas of England

PubMed Central

Ramsay, Angus; Perry, Catherine; Boaden, Ruth; McKevitt, Christopher; Morris, Stephen; Pursani, Nanik; Rudd, Anthony; Tyrrell, Pippa; Wolfe, Charles; Fulop, Naomi

2016-01-01

Objectives Our aim was to identify the factors influencing the selection of a model of acute stroke service centralization to create fewer high-volume specialist units in two metropolitan areas of England (London and Greater Manchester). It considers the reasons why services were more fully centralized in London than in Greater Manchester. Methods In both areas, we analysed 316 documents and conducted 45 interviews with people leading transformation, service user organizations, providers and commissioners. Inductive and deductive analyses were used to compare the processes underpinning change in each area, with reference to propositions for achieving major system change taken from a realist review of the existing literature (the Best framework), which we critique and develop further. Results In London, system leadership was used to overcome resistance to centralization and align stakeholders to implement a centralized service model. In Greater Manchester, programme leaders relied on achieving change by consensus and, lacking decision-making authority over providers, accommodated rather than challenged resistance by implementing a less radical transformation of services. Conclusions A combination of system (top-down) and distributed (bottom-up) leadership is important in enabling change. System leadership provides the political authority required to coordinate stakeholders and to capitalize on clinical leadership by aligning it with transformation goals. Policy makers should examine how the structures of system authority, with performance management and financial levers, can be employed to coordinate transformation by aligning the disparate interests of providers and commissioners. PMID:26811375

Lessons for major system change: centralization of stroke services in two metropolitan areas of England.

PubMed

Turner, Simon; Ramsay, Angus; Perry, Catherine; Boaden, Ruth; McKevitt, Christopher; Morris, Stephen; Pursani, Nanik; Rudd, Anthony; Tyrrell, Pippa; Wolfe, Charles; Fulop, Naomi

2016-07-01

Our aim was to identify the factors influencing the selection of a model of acute stroke service centralization to create fewer high-volume specialist units in two metropolitan areas of England (London and Greater Manchester). It considers the reasons why services were more fully centralized in London than in Greater Manchester. In both areas, we analysed 316 documents and conducted 45 interviews with people leading transformation, service user organizations, providers and commissioners. Inductive and deductive analyses were used to compare the processes underpinning change in each area, with reference to propositions for achieving major system change taken from a realist review of the existing literature (the Best framework), which we critique and develop further. In London, system leadership was used to overcome resistance to centralization and align stakeholders to implement a centralized service model. In Greater Manchester, programme leaders relied on achieving change by consensus and, lacking decision-making authority over providers, accommodated rather than challenged resistance by implementing a less radical transformation of services. A combination of system (top-down) and distributed (bottom-up) leadership is important in enabling change. System leadership provides the political authority required to coordinate stakeholders and to capitalize on clinical leadership by aligning it with transformation goals. Policy makers should examine how the structures of system authority, with performance management and financial levers, can be employed to coordinate transformation by aligning the disparate interests of providers and commissioners. © The Author(s) 2016.

Design of the polar neutron-imaging aperture for use at the National Ignition Facility.

PubMed

Fatherley, V E; Barker, D A; Fittinghoff, D N; Hibbard, R L; Martinez, J I; Merrill, F E; Oertel, J A; Schmidt, D W; Volegov, P L; Wilde, C H

2016-11-01

The installation of a neutron imaging diagnostic with a polar view at the National Ignition Facility (NIF) required design of a new aperture, an extended pinhole array (PHA). This PHA is different from the pinhole array for the existing equatorial system due to significant changes in the alignment and recording systems. The complex set of component requirements, as well as significant space constraints in its intended location, makes the design of this aperture challenging. In addition, lessons learned from development of prior apertures mandate careful aperture metrology prior to first use. This paper discusses the PHA requirements, constraints, and the final design. The PHA design is complex due to size constraints, machining precision, assembly tolerances, and design requirements. When fully assembled, the aperture is a 15 mm × 15 mm × 200 mm tungsten and gold assembly. The PHA body is made from 2 layers of tungsten and 11 layers of gold. The gold layers include 4 layers containing penumbral openings, 4 layers containing pinholes and 3 spacer layers. In total, there are 64 individual, triangular pinholes with a field of view (FOV) of 200 μm and 6 penumbral apertures. Each pinhole is pointed to a slightly different location in the target plane, making the effective FOV of this PHA a 700 μm square in the target plane. The large FOV of the PHA reduces the alignment requirements both for the PHA and the target, allowing for alignment with a laser tracking system at NIF.

Songs of the Universe - The AstroCappella Project

NASA Astrophysics Data System (ADS)

Boyd, P. T.; Smale, K. M.; Smale, A. P.

2004-12-01

The AstroCappella Project is a classroom-ready collection of upbeat pop songs, lesson plans, and background information, all rich in science content. It was developed as a collaboration between working research astronomers, educators, and a contemporary vocal band. A multimedia music CD ("AstroCappella 2.0") has been produced containing 13 astronomically correct songs with original lyrics and music. Song topics range from the Sun, Moon, planets and small bodies of the Solar System, through the Doppler shift, the nearest stars, and extra-solar planets, to radio astronomy, X-ray astronomy, and the Hubble Space Telescope and Swift astronomy satellites. The CD also contains extensive CD-ROM materials including science background information, curriculum notes, lesson plans and activities for each song, images, movies, and slide shows. The songs and accompanying information have been extensively field-tested, and align to the K-12 National Science Education Standards. The AstroCappella materials are in widespread use in classrooms and homes across the US, and are supplemented with frequent live performances and teacher workshops. We describe here the history, content, and educational strategy behind the AstroCappella Project, and the plans for its future development.

Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers.

PubMed

Toste, Jessica R; Capin, Philip; Williams, Kelly J; Cho, Eunsoo; Vaughn, Sharon

2018-05-01

This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers ( n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three-condition design: MWR only, MWR with a motivational beliefs component, and business-as-usual control. Students were tutored in small groups for 40 lessons (four 40-min lessons each week). When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation.

How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research.

PubMed

Hoskinson, A-M; Caballero, M D; Knight, J K

2013-06-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.

The International Space Station (ISS) Solar Alpha Rotary Joint (SARJ): Materials & Processes (M&P) Lessons Learned for a Large, Spacecraft Rotating Mechanism

NASA Technical Reports Server (NTRS)

Golden, Johnny L.

2016-01-01

The ISS utilizes two large rotating mechanisms, the SARJ, as part of the solar arrays alignment system for more efficient power generation. The SARJ is a 10.3m circumference, nitrided 15-5PH steel race ring of triangular cross-section, with 12 sets of trundle bearing assemblies transferring load across the rolling joint. The SARJ mechanism rotates continuously and slowly - once every orbit, or every 90 minutes. In 2008, the starboard SARJ suffered a lubrication failure, resulting in severe damage (spalling) of one of the race ring surfaces. Extensive effort was conducted to prevent the port SARJ from suffering the same failure, and fortunately was ultimately successful in recovering the functionality of the starboard SARJ. The M&P function was key in determining the cause of failure and the means for mechanism recovery. From a M&P lessons-learned perspective, observations are made concerning the original SARJ design parameters (boundary conditions), the perceived need for nitriding the race ring, the test conditions employed during qualification, the environmental controls used for the hardware preflight, and the lubrication robustness necessary for complex kinematic mechanisms expecting high-reliability and long-life.

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

NASA Astrophysics Data System (ADS)

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-02-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

About Eating: an online program with evidence of increased food resource management skills for low-income women.

PubMed

Lohse, Barbara; Belue, Rhonda; Smith, Stephanie; Wamboldt, Patricia; Cunningham-Sabo, Leslie

2015-01-01

Produce and evaluate About Eating (AE), an online program for low-income women aligned with the Satter eating competence model, congruent with best practices for nutrition education of low-income audiences. Responses from iterative cognitive interviews and online surveys with diverse samples of low-income women informed lesson revisions. The researchers conducted a randomized controlled trial of AE with low-income women to determine its impact on dietary behavior and food security. In all, 284 women reviewed at least 1 AE lesson and endorsed it. After AE, women (n = 288) increased in use of food resource management skills (eg, using a budget [P = .008] and planning meals to include all food groups [P = .002]). About Eating participants who were food secure had more confidence in managing money for food (P = .002) and keeping track of food-related purchases (P = .02) than food-insecure persons. Mixed-methods research with life stage and geodiverse samples confirmed the usefulness of AE. Food security assessment may enhance interpretation of intervention effectiveness. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

'Nurture the sprouting bud; do not uproot it'. Using saving groups to save for maternal and newborn health: lessons from rural Eastern Uganda.

PubMed

Ekirapa-Kiracho, Elizabeth; Paina, Ligia; Muhumuza Kananura, Rornald; Mutebi, Aloysius; Jane, Pacuto; Tumuhairwe, Juliet; Tetui, Moses; Kiwanuka, Suzanne N

2017-08-01

Saving groups are increasingly being used to save in many developing countries. However, there is limited literature about how they can be exploited to improve maternal and newborn health. This paper describes saving practices, factors that encourage and constrain saving with saving groups, and lessons learnt while supporting communities to save through saving groups. This qualitative study was done in three districts in Eastern Uganda. Saving groups were identified and provided with support to enhance members' access to maternal and newborn health. Fifteen focus group discussions (FGDs) and 18 key informant interviews (KIIs) were conducted to elicit members' views about saving practices. Document review was undertaken to identify key lessons for supporting saving groups. Qualitative data are presented thematically. Awareness of the importance of saving, safe custody of money saved, flexible saving arrangements and easy access to loans for personal needs including transport during obstetric emergencies increased willingness to save with saving groups. Saving groups therefore provided a safety net for the poor during emergencies. Poor management of saving groups and detrimental economic practices like gambling constrained saving. Efficient running of saving groups requires that they have a clear management structure, which is legally registered with relevant authorities and that it is governed by a constitution. Saving groups were considered a useful form of saving that enabled easy acess to cash for birth preparedness and transportation during emergencies. They are like 'a sprouting bud that needs to be nurtured rather than uprooted', as they appear to have the potential to act as a safety net for poor communities that have no health insurance. Local governments should therefore strengthen the management capacity of saving groups so as to ensure their efficient running through partnerships with non-governmental organizations that can provide support to such groups.

‘Nurture the sprouting bud; do not uproot it’. Using saving groups to save for maternal and newborn health: lessons from rural Eastern Uganda

PubMed Central

Ekirapa-Kiracho, Elizabeth; Paina, Ligia; Muhumuza Kananura, Rornald; Mutebi, Aloysius; Jane, Pacuto; Tumuhairwe, Juliet; Tetui, Moses; Kiwanuka, Suzanne N

2017-01-01

ABSTRACT Background: Saving groups are increasingly being used to save in many developing countries. However, there is limited literature about how they can be exploited to improve maternal and newborn health. Objectives: This paper describes saving practices, factors that encourage and constrain saving with saving groups, and lessons learnt while supporting communities to save through saving groups. Methods: This qualitative study was done in three districts in Eastern Uganda. Saving groups were identified and provided with support to enhance members’ access to maternal and newborn health. Fifteen focus group discussions (FGDs) and 18 key informant interviews (KIIs) were conducted to elicit members’ views about saving practices. Document review was undertaken to identify key lessons for supporting saving groups. Qualitative data are presented thematically. Results: Awareness of the importance of saving, safe custody of money saved, flexible saving arrangements and easy access to loans for personal needs including transport during obstetric emergencies increased willingness to save with saving groups. Saving groups therefore provided a safety net for the poor during emergencies. Poor management of saving groups and detrimental economic practices like gambling constrained saving. Efficient running of saving groups requires that they have a clear management structure, which is legally registered with relevant authorities and that it is governed by a constitution. Conclusions: Saving groups were considered a useful form of saving that enabled easy acess to cash for birth preparedness and transportation during emergencies. They are like ‘a sprouting bud that needs to be nurtured rather than uprooted’, as they appear to have the potential to act as a safety net for poor communities that have no health insurance. Local governments should therefore strengthen the management capacity of saving groups so as to ensure their efficient running through partnerships with non-governmental organizations that can provide support to such groups. PMID:28820046

Constructivist-Visual Mind Map Teaching Approach and the Quality of Students' Cognitive Structures

NASA Astrophysics Data System (ADS)

Dhindsa, Harkirat S.; Makarimi-Kasim; Roger Anderson, O.

2011-04-01

This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching approach (TTA) on (a) the quality and richness of students' knowledge structures and (b) TTA and CMA students' perceptions of the extent that a constructivist learning environment (CLE) was created in their classes. The sample of the study consisted of six classes (140 Form 3 students of 13-15 years old) selected from a typical coeducational school in Brunei. Three classes (40 boys and 30 girls) were taught using the TTA while three other classes (41 boys and 29 girls) used the CMA, enriched with PowerPoint presentations. After the interventions (lessons on magnetism), the students in both groups were asked to describe in writing their understanding of magnetism accrued from the lessons. Their written descriptions were analyzed using flow map analyses to assess their content knowledge and its organisation in memory as evidence of cognitive structure. The extent of CLE was measured using a published CLE survey. The results showed that the cognitive structures of the CMA students were more extensive, thematically organised and richer in interconnectedness of thoughts than those of TTA students. Moreover, CMA students also perceived their classroom learning environment to be more constructivist than their counterparts. It is, therefore, recommended that teachers consider using the CMA teaching technique to help students enrich their understanding, especially for more complex or abstract scientific content.

Supporting Elementary Education in-Service Teachers' Proficiency in Planning STEM-Centric Lessons

NASA Astrophysics Data System (ADS)

Bowers, Sharon W.

The purpose of this study was to explore the McDaniel College Elementary STEM Instructional Leader (ESIL) pilot cohort's ability to proficiently plan lessons that incorporated the Maryland State STEM Standards of Practice (SOP), targeting integration of STEM content, inquiry learning, students' abilities to collaborate as a STEM team and students' strategic application of technology. Data collection, in the form of reviewing and analyzing study participants' lesson plans and self-reflections, was completed by three independent assessors. The researcher examined the interrater reliability among the three assessors using the Fleiss' kappa statistic. A 0.91 proportion of agreement consensus was documented among the three assessors. A test of hypothetical value was conducted using the nonparametric Wilcoxonsigned- rank Test. Interpretation of the Wilcoxon-signed-rank Test results suggest that the sample population demonstrated proficient planning abilities for the four targeted Maryland State STEM SOP. Findings from this research add to the field's knowledge of elements in the promotion of graduate coursework that leads to elementary in-service teachers' proficiency in planning STEM-centric lessons, however the findings also have broader implications for teacher education at large. The McDaniel College ESIL model could frame K-12 teacher education for both preservice and in-service teachers. The pragmatic, hybrid experience maximizes flexibility, promotes analytical thinking and self-reflection and builds communication skills. The introduction and development of inquiry and design-based learning through the 7E Learning Cycle develops the teachers' understanding of practices promoted not only within the Maryland State STEM SOP, but also within the Next Generation Science Standards. The McDaniel College ESIL model also builds upon the collective efforts of academia, a non-profit STEM research facility, and local school divisions to align efforts that may lead to transformational changes for education. Essential ingredients for systemic change are embedded within the McDaniel ESIL model.

[Monitoring evaluation system for high-specialty hospitals].

PubMed

Fajardo Dolci, Germán; Aguirre Gas, Héctor G; Robledo Galván, Héctor

2011-01-01

Hospital evaluation is a fundamental process to identify medical units' objective compliance, to analyze efficiency of resource use and allocation, institutional values and mission alignment, patient safety and quality standards, contributions to research and medical education, and the degree of coordination among medical units and the health system as a whole. We propose an evaluation system for highly specialized regional hospitals through the monitoring of performance indicators. The following are established as base thematic elements in the construction of indicators: safe facilities and equipment, financial situation, human resources management, policy management, organizational climate, clinical activity, quality and patient safety, continuity of care, patients' and providers' rights and obligations, teaching, research, social responsibility, coordination mechanisms. Monitoring refers to the planned and systematic evaluation of valid and reliable indicators, aimed at identifying problems and opportunity areas. Moreover, evaluation is a powerful tool to strengthen decision-making and accountability in medical units.

Making a difference: ethical consumption and the everyday.

PubMed

Adams, Matthew; Raisborough, Jayne

2010-06-01

Our everyday shopping practices are increasingly marketed as opportunities to 'make a difference' via our ethical consumption choices. In response to a growing body of work detailing the ways in which specific alignments of 'ethics' and 'consumption' are mediated, we explore how 'ethical' opportunities such as the consumption of Fairtrade products are recognized, experienced and taken-up in the everyday. The 'everyday' is approached here via a specially commissioned Mass Observation directive, a volunteer panel of correspondents in the UK. Our on-going thematic analysis of their autobiographical accounts aims to explore a complex unevenness in the ways 'ordinary' people experience and negotiate calls to enact their ethical agency through consumption. Situating ethical consumption, moral obligation and choice in the everyday is, we argue, important if we are to avoid both over-exaggerating the reflexive and self-conscious sensibilities involved in ethical consumption, and, adhering to a reductive understanding of ethical self-expression.

Defining a moment in history: parent communication with adolescents about September 11, 2001.

PubMed

Stoppa, Tara M; Wray-Lake, Laura; Syvertsen, Amy K; Flanagan, Constance

2011-12-01

Parents play an important role in helping their children process and interpret significant sociohistorical events. However, little is known about how parents frame these experiences or the specific social, cultural, and civic messages they may communicate about the event. In this study, we examined self-reported communication of parents from six communities in the United States with their adolescents about the September 11, 2001 terrorist attacks. Parents' (N = 972) open-ended responses about September 11th were analyzed to assess whether communication with their adolescents occurred and for thematic content. Results revealed marked variability in parents' communication and suggest that many parents used September 11th as an opportunity to impart sociocultural, emotional, and civic messages. Identifying the diversity in parents' responses aligns with the tenets of Terror Management Theory and provides insights into the roles of parents in translating pivotal historical moments. Collectively, these findings yield important implications for civic socialization.

Exploring policy makers' perspectives on a clinical controversy: airway surgery for adult obstructive sleep apnoea.

PubMed

Elshaug, A G; Hiller, J E; Moss, J R

2009-10-01

Worldwide, there is increasing focus on measures to reduce ineffective healthcare practices. Upper airway surgeries for the treatment of adult obstructive sleep apnoea (OSA) represent a case-study in this area, given recent publications that draw into question their efficacy. Policy stakeholders were canvassed to assess their perspectives on this. Senior health policy stakeholders from Australia were criterion and snowball sampled (to identify opinion leaders). Participants were presented with preparatory material and took part in individual semistructured interviews. These focused on eliciting responses to recently published evidence and a relevant Cochrane review. Questions were posed relating to clinical effectiveness and associated policy implications. Interviews were taped and transcribed for thematic analysis. Participant comments were de-identified. Ten stakeholders were interviewed before saturation was reached. Thematic analysis highlighted participant concern with the diversity of procedures on offer, coupled with limited effectiveness (suggesting potential clinical uncertainty) and considerations therefore of resource allocation (potential opportunity cost). Stakeholders seem aware of the methodological complexities, the ethical issues raised and the role of patients in considerations regarding appropriateness. Finally, policy stakeholders acknowledge that these procedures appear appropriate only for a minority, with consensus that policy level restrictions to government funding for these procedures may be warranted. This report highlights that this clinical controversy is of interest and relevance from a policy perspective with lessons and potential implications for clinical practice. It further highlights the need for clinical consensus on definitions of surgical "success" in treating this condition, as this forms an important pretext to policy considerations.

Does alignment of constructivist teaching, curriculum, and assessment strategies promote meaningful learning?

NASA Astrophysics Data System (ADS)

Jimarez, Teresa

Despite our national efforts to attract more students to the science, technology, engineering, and mathematics (STEM) fields, the number of students continues to be small. Empirical studies have suggested that in order to actively engage students in the science learning processes, lessons need to be designed which consider student prior experiences and provide a sound curriculum, within an environment promoting social interaction---that is, allowing for sharing and negotiation of those ideas which promote reflective thinking. These premises require an embedded assessment system that continuously provides feedback to both student and teacher. This technique allows adaptation and modification of lessons to better facilitate conceptual understanding. This study focused on the use of constructivist strategies that, when aligned, promoted conceptual understanding while facilitating development of science process skills. Skill development leads to meaningful learning, known to promote a change of attitude toward science. A mixed research design embedded in a case study approach was used to understand the complexity of the variables examined in this study. Both quantitative and qualitative methods of data collection were used to strengthen the validity and interpretation of the findings. Students from one of three ninth-grade physical science classes were selected for this study. The students numbered 29, 13 boys and 16 girls; the majority of these students were of Hispanic background. The analysis of data suggested that the use of constructivist strategies promotes conceptual understanding of science concepts and development of science process skills and a change of attitude towards science. This study concluded that selecting teaching and multiple assessment strategies is vital to engage students in science careers. Due to the limited nature of this case study, the researcher recommends a replication or followup with a different teacher and school, including a control group and student interviews to add validity to student written pieces of work.

USGS Science Data Life Cycle Tools - Lessons Learned in moving to the Cloud

NASA Astrophysics Data System (ADS)

Frame, M. T.; Mancuso, T.; Hutchison, V.; Zolly, L.; Wheeler, B.; Urbanowski, S.; Devarakonda, R.; Palanisamy, G.

2016-12-01

The U.S Geological Survey (USGS) Core Science Systems has been working for the past year to design, re-architect, and implement several key tools and systems within the USGS Cloud Hosting Service supported by Amazon Web Services (AWS). As a result of emerging USGS data management policies that align with federal Open Data mandates, and as part of a concerted effort to respond to potential increasing user demand due to these policies, the USGS strategically began migrating its core data management tools and services to the AWS environment in hopes of leveraging cloud capabilities (i.e. auto-scaling, replication, etc.). The specific tools included: USGS Online Metadata Editor (OME); USGS Digital Object Identifier (DOI) generation tool; USGS Science Data Catalog (SDC); USGS ScienceBase system; and an integrative tool, the USGS Data Release Workbench, which steps bureau personnel through the process of releasing data. All of these tools existed long before the Cloud was available and presented significant challenges in migrating, re-architecting, securing, and moving to a Cloud based environment. Initially, a `lift and shift' approach, essentially moving as is, was attempted and various lessons learned about that approach will be discussed, along with recommendations that resulted from the development and eventual operational implementation of these tools. The session will discuss lessons learned related to management of these tools in an AWS environment; re-architecture strategies utilized for the tools; time investments through sprint allocations; initial benefits observed from operating within a Cloud based environment; and initial costs to support these data management tools.

MAPPING SPATIAL THEMATIC ACCURACY WITH FUZZY SETS

EPA Science Inventory

Thematic map accuracy is not spatially homogenous but variable across a landscape. Properly analyzing and representing spatial pattern and degree of thematic map accuracy would provide valuable information for using thematic maps. However, current thematic map accuracy measures (...

Tissue alignment enhances remodeling potential of tendon-derived cells - Lessons from a novel microtissue model of tendon scarring.

PubMed

Foolen, Jasper; Wunderli, Stefania L; Loerakker, Sandra; Snedeker, Jess G

2018-01-01

Tendinopathy is a widespread and unresolved clinical challenge, in which associated pain and hampered mobility present a major cause for work-related disability. Tendinopathy associates with a change from a healthy tissue with aligned extracellular matrix (ECM) and highly polarized cells that are connected head-to-tail, towards a diseased tissue with a disorganized ECM and randomly distributed cells, scar-like features that are commonly attributed to poor innate regenerative capacity of the tissue. A fundamental clinical dilemma with this scarring process is whether treatment strategies should focus on healing the affected (disorganized) tissue or strengthen the remaining healthy (anisotropic) tissue. The question was thus asked whether the intrinsic remodeling capacity of tendon-derived cells depends on the organization of the 3D extracellular matrix (isotropic vs anisotropic). Progress in this field is hampered by the lack of suitable in vitro tissue platforms. We aimed at filling this critical gap by creating and exploiting a next generation tissue platform that mimics aspects of the tendon scarring process; cellular response to a gradient in tissue organization from isotropic (scarred/non-aligned) to highly anisotropic (unscarred/aligned) was studied, as was a transient change from isotropic towards highly anisotropic. Strikingly, cells residing in an 'unscarred' anisotropic tissue indicated superior remodeling capacity (increased gene expression levels of collagen, matrix metalloproteinases MMPs, tissue inhibitors of MMPs), when compared to their 'scarred' isotropic counterparts. A numerical model then supported the hypothesis that cellular remodeling capacity may correlate to cellular alignment strength. This in turn may have improved cellular communication, and could thus relate to the more pronounced connexin43 gap junctions observed in anisotropic tissues. In conclusion, increased tissue anisotropy was observed to enhance the cellular potential for functional remodeling of the matrix. This may explain the poor regenerative capacity of tenocytes in chronic tendinopathy, where the pathological process has resulted in ECM disorganization. Additionally, it lends support to treatment strategies that focus on strengthening the remaining healthy tissue, rather than regenerating scarred tissue. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Creating a Library of Climate Change Education Resources for Audiences in the Southeast United States

NASA Astrophysics Data System (ADS)

Carroll, J.; McNeal, K. S.; Williams, C. C.; Paz, J. O.; Cho, H. "; Nair, U. S.; Geroux, J.; Guthrie, C.; Wright, K.; Hill, J.

2011-12-01

The Climate Literacy Partnership in the Southeast (CLiPSE) is a part of the Climate Change Education Program supported by the National Science Foundation (http://CLiPSE-project.org). The established CLiPSE partnership is dedicated to improving climate literacy in the southeast and promoting scientifically accurate, formal educational resources for the K-12 classroom audience, as well as informal educational resources for audiences such as agriculture, education, leisure, and religious organizations, to name a few. The CLiPSE project has been successful in creating partnerships with the National Geographic Alliances, Departments of Education, and Mississippi Environmental Education Alliance, among others, to determine an effective strategic plan for reaching K-12 audiences. One goal in the strategic plan is to create a catalog of climate change education resources that are aligned to state standards in the SE. Eighty-seven resources from the Climate Literacy and Energy Awareness Network (http://cleanet.org) have been aligned with the state education standards for grades six through twelve in the southeast, beginning with science in Mississippi and expanding to include science and math in the remaining SE states. The criteria for aligning the existing resources includes: matching key terms, topics, and lesson activities with the content strands and essential skills included in the state science framework. By developing a searchable database containing climate resources already aligned with state standards, CLiPSE will have made these resources more appealing to educators in the SE, increasing the likelihood of resources being implemented in the classroom. The CLiPSE Climate Science Team has also created an inventory of scientifically sound, informal resources, which will be available for dispersion to appropriate audiences and communities. Cataloged resources, both formal and informal, grouped by a variety of means, to include audience, grade level, and resource origin (e.g. government agency, organization, museum, climate-related websites, etc.), will be made available to the public through the CLiPSE website, promoting accessibility of these resources to the various CLiPSE publics. The process of alignment and vetting will be discussed in this paper, along with the information and education "gaps" that exist for the specific CLiPSE audiences in the SE US.

An analysis of Liberia's 2007 national health policy: lessons for health systems strengthening and chronic disease care in poor, post-conflict countries

PubMed Central

2011-01-01

Background Globally, chronic diseases are responsible for an enormous burden of deaths, disability, and economic loss, yet little is known about the optimal health sector response to chronic diseases in poor, post-conflict countries. Liberia's experience in strengthening health systems and health financing overall, and addressing HIV/AIDS and mental health in particular, provides a relevant case study for international stakeholders and policymakers in other poor, post-conflict countries seeking to understand and prioritize the global response to chronic diseases. Methods We conducted a historical review of Liberia's post-conflict policies and their impact on general economic and health indicators, as well as on health systems strengthening and chronic disease care and treatment. Key sources included primary documents from Liberia's Ministry of Health and Social Welfare, published and gray literature, and personal communications from key stakeholders engaged in Liberia's Health Sector Reform. In this case study, we examine the early reconstruction of Liberia's health care system from the end of conflict in 2003 to the present time, highlight challenges and lessons learned from this initial experience, and describe future directions for health systems strengthening and chronic disease care and treatment in Liberia. Results Six key lessons emerge from this analysis: (i) the 2007 National Health Policy's 'one size fits all' approach met aggregate planning targets but resulted in significant gaps and inefficiencies throughout the system; (ii) the innovative Health Sector Pool Fund proved to be an effective financing mechanism to recruit and align health actors with the 2007 National Health Policy; (iii) a substantial rural health delivery gap remains, but it could be bridged with a robust cadre of community health workers integrated into the primary health care system; (iv) effective strategies for HIV/AIDS care in other settings should be validated in Liberia and adapted for use in other chronic diseases; (v) mental health disorders are extremely prevalent in Liberia and should remain a top chronic disease priority; and (vi) better information systems and data management are needed at all levels of the health system. Conclusions The way forward for chronic diseases in Liberia will require an increased emphasis on quality over quantity, better data management to inform rational health sector planning, corrective mechanisms to more efficiently align health infrastructure and personnel with existing needs, and innovative methods to improve long-term retention in care and bridge the rural health delivery gap. PMID:21985150

Lessons from comparative effectiveness research methods development projects funded under the Recovery Act.

PubMed

Zurovac, Jelena; Esposito, Dominick

2014-11-01

The American Recovery and Reinvestment Act of 2009 (ARRA) directed nearly US$29.2 million to comparative effectiveness research (CER) methods development. To help inform future CER methods investments, we describe the ARRA CER methods projects, identify barriers to this research and discuss the alignment of topics with published methods development priorities. We used several existing resources and held discussions with ARRA CER methods investigators. Although funded projects explored many identified priority topics, investigators noted that much work remains. For example, given the considerable investments in CER data infrastructure, the methods development field can benefit from additional efforts to educate researchers about the availability of new data sources and about how best to apply methods to match their research questions and data.

Why Litigation-Driven History Matters: Lessons Learned from the Secret History of TCE.

PubMed

Zahniser, Keith A

2015-02-01

Litigation drives extensive historical research but often allows only select observers to see the results. Historians have conducted untold studies for litigation that become "secret histories" because these histories are not published. An example is the historical use and regulation of the chemical trichloroethylene (TCE), a hazardous chemical at issue in much environmental litigation, but a topic virtually absent in the secondary literature. This practice seems to contravene accepted standards of open scholarship. Although not directly aligned with the traditional academic model of historical practice, however, historical research and writing for litigation achieve legitimate and important results without abandoning the discipline's professional standards. History done by consultants for litigation is neither a history of compromised standards nor as "secret" as feared.

Increasing the Impact of Materials in and beyond Bio-Nano Science.

PubMed

Björnmalm, Mattias; Faria, Matthew; Caruso, Frank

2016-10-19

This is an exciting time for the field of bio-nano science: enormous progress has been made in recent years, especially in academic research, and materials developed and studied in this area are poised to make a substantial impact in real-world applications. Herein, we discuss ways to leverage the strengths of the field, current limitations, and valuable lessons learned from neighboring fields that can be adopted to accelerate scientific discovery and translational research in bio-nano science. We identify and discuss five interconnected topics: (i) the advantages of cumulative research; (ii) the necessity of aligning projects with research priorities; (iii) the value of transparent science; (iv) the opportunities presented by "dark data"; and (v) the importance of establishing bio-nano standards.

Summary of the 2014 Sandia V&V Challenge Workshop

DOE PAGES

Schroeder, Benjamin B.; Hu, Kenneth T.; Mullins, Joshua Grady; ...

2016-02-19

A discussion of the five responses to the 2014 Sandia Verification and Validation (V&V) Challenge Problem, presented within this special issue, is provided hereafter. Overviews of the challenge problem workshop, workshop participants, and the problem statement are also included. Brief summations of teams' responses to the challenge problem are provided. Issues that arose throughout the responses that are deemed applicable to the general verification, validation, and uncertainty quantification (VVUQ) community are the main focal point of this paper. The discussion is oriented and organized into big picture comparison of data and model usage, VVUQ activities, and differentiating conceptual themes behindmore » the teams' VVUQ strategies. Significant differences are noted in the teams' approaches toward all VVUQ activities, and those deemed most relevant are discussed. Beyond the specific details of VVUQ implementations, thematic concepts are found to create differences among the approaches; some of the major themes are discussed. Lastly, an encapsulation of the key contributions, the lessons learned, and advice for the future are presented.« less

"Something that happens at home and stays at home": An exploration of the lived experience of young carers in Western Australia.

PubMed

McDougall, Emma; O'Connor, Moira; Howell, Joel

2018-02-19

There are approximately 350,000 young carers in Australia, yet their experience is not well understood. Young carers face adversities and disenfranchisement by being a young person in a caring role, and the role can affect other areas of their lives. We explored the lived experiences of young carers, aged 14-25 years (N = 13), from Western Australia through in-depth semi-structured interviews. A phenomenological approach was adopted. A thematic analysis of the transcribed interview data revealed four key themes. "Lessons from the experience" articulates the perceived benefits of the role and the themes: "navigating competing demands," "desire for normalcy" and "lost in the system" capture the struggles and complexities associated with being a young carer. Although there are challenges to being a young carer, it is something that young carers report can be beneficial and something that is done for those they love. © 2018 John Wiley & Sons Ltd.

Roles, intents, and actions: First-year teachers' uses of discourse during elementary science instruction

NASA Astrophysics Data System (ADS)

Newman, William J., Jr.

In this study, I examined how three first-year elementary teachers constructed and used classroom discourse during science instruction. The three participants, though graduates from different universities, learned to teach science through similar science methods courses, which stressed the importance of inquiry-based science instruction. The participants taught different grade levels, and two of them taught at the same school. Data sources included field notes, videotapes, audiotapes, and semi-structured teacher interviews. While monologic and dialogic discourse existed in all three classrooms, monologic discourse was more prominent, especially when the discourse was teacher controlled. Dialogic discourse occurred most often during student-centered activities. The teachers constructed discourse with authoritative function to present science content and determine student comprehension. Generative function was most likely during student-based small group discussions. Monologic character often aligned with authoritative function, and dialogic character often aligned with generative function. However, monologic/generative and dialogic/authoritative discourse events did occur, contributing to the development of a discourse theory model. The teacher explanations for discourse included classroom control, inadequate planning, time constraints, life experiences, science education standards, and assessment. The teachers relied on their texts, kits, and state science standards to determine the content and methods for science instruction. They rarely reported that their science methods courses influenced how they taught science. The observed lessons rarely aligned with science education reform descriptions of appropriate science instruction. Implications include the need for in-service programs for beginning science teachers, curricular reform for science texts and kits, and explicit instruction of discourse strategies in science methods courses and in-service programs.

Design of the polar neutron-imaging aperture for use at the National Ignition Facility

DOE Office of Scientific and Technical Information (OSTI.GOV)

Fatherley, V. E., E-mail: vef@lanl.gov; Martinez, J. I.; Merrill, F. E.

2016-11-15

The installation of a neutron imaging diagnostic with a polar view at the National Ignition Facility (NIF) required design of a new aperture, an extended pinhole array (PHA). This PHA is different from the pinhole array for the existing equatorial system due to significant changes in the alignment and recording systems. The complex set of component requirements, as well as significant space constraints in its intended location, makes the design of this aperture challenging. In addition, lessons learned from development of prior apertures mandate careful aperture metrology prior to first use. This paper discusses the PHA requirements, constraints, and themore » final design. The PHA design is complex due to size constraints, machining precision, assembly tolerances, and design requirements. When fully assembled, the aperture is a 15 mm × 15 mm × 200 mm tungsten and gold assembly. The PHA body is made from 2 layers of tungsten and 11 layers of gold. The gold layers include 4 layers containing penumbral openings, 4 layers containing pinholes and 3 spacer layers. In total, there are 64 individual, triangular pinholes with a field of view (FOV) of 200 μm and 6 penumbral apertures. Each pinhole is pointed to a slightly different location in the target plane, making the effective FOV of this PHA a 700 μm square in the target plane. The large FOV of the PHA reduces the alignment requirements both for the PHA and the target, allowing for alignment with a laser tracking system at NIF.« less

Increasing ocean sciences in K and 1st grade classrooms through ocean sciences curriculum aligned to A Framework for K-12 Science Education, and implementation support.

NASA Astrophysics Data System (ADS)

Pedemonte, S.; Weiss, E. L.

2016-02-01

Ocean and climate sciences are rarely introduced at the early elementary levels. Reasons for this vary, but include little direct attention at the national and state levels; lack of quality instructional materials; and, lack of teacher content knowledge. Recent recommendations by the National Research Council, "revise the Earth and Space sciences core ideas and grade band endpoints to include more attention to the ocean whenever possible" (NRC, 2012, p. 336) adopted in the Next Generation Science Standards (NGSS), may increase the call for ocean and climate sciences to be addressed. In response to these recommendations' and the recognition that an understanding of some of the Disciplinary Core Ideas (DCIs) would be incomplete without an understanding of processes or phenomena unique to the ocean and ocean organisms; the ocean Literacy community have created documents that show the alignment of NGSS with the Ocean Literacy Principles and Fundamental Concepts (Ocean Literacy, 2013) as well as the Ocean Literacy Scope and Sequence for Grades K-12 (Ocean Literacy, 2010), providing a solid argument for how and to what degree ocean sciences should be part of the curriculum. However, the percentage of science education curricula focused on the ocean remains very low. This session will describe a new project, that draws on the expertise of curriculum developers, ocean literacy advocates, and researchers to meet the challenges of aligning ocean sciences curriculum to NGSS, and supporting its implementation. The desired outcomes of the proposed project are to provide a rigorous standards aligned curricula that addresses all of the Life Sciences, and some Earth and Space Sciences and Engineering Design Core Ideas for Grades K and 1; and provides teachers with the support they need to understand the content and begin implementation. The process and lessons learned will be shared.

Episodic Specificity in Acquiring Thematic Knowledge of Novel Words from Descriptive Episodes

PubMed Central

Zhang, Meichao; Chen, Shuang; Wang, Lin; Yang, Xiaohong; Yang, Yufang

2017-01-01

The current study examined whether thematic relations of the novel words could be acquired via descriptive episodes, and if yes, whether it could be generalized to thematically related words in a different scenario. In Experiment 1, a lexical decision task was used where the novel words served as primes for target words in four conditions: (1) corresponding concepts of the novel words, (2) thematically related words in the same episodes as that in learning condition, (3) thematically related words in different episodes, or (4) unrelated words served as targets. Event related potentials elicited by the targets revealed that compared to the unrelated words, the corresponding concepts and thematically related words in the same episodes elicited smaller N400s with a frontal-central distribution, whereas the thematically related words in different episodes elicited an enhanced late positive component. Experiment 2 further showed a priming effect of the corresponding concepts on the thematically related words in the same episodes as well as in a different episode, indicating that the absence of a priming effect of the learned novel words on the thematically related words in different episode could not be attributed to inappropriate selection of thematically related words in the two conditions. These results indicate that only the corresponding concepts and the thematically related words in the learning episodes were successfully primed, whereas the thematic association between the novel words and the thematically related words in different scenarios could only be recognized in a late processing stage. Our findings suggest that thematic knowledge of novel words is organized via separate scenarios, which are represented in a clustered manner in the semantic network. PMID:28428766

Episodic Specificity in Acquiring Thematic Knowledge of Novel Words from Descriptive Episodes.

PubMed

Zhang, Meichao; Chen, Shuang; Wang, Lin; Yang, Xiaohong; Yang, Yufang

2017-01-01

The current study examined whether thematic relations of the novel words could be acquired via descriptive episodes, and if yes, whether it could be generalized to thematically related words in a different scenario. In Experiment 1, a lexical decision task was used where the novel words served as primes for target words in four conditions: (1) corresponding concepts of the novel words, (2) thematically related words in the same episodes as that in learning condition, (3) thematically related words in different episodes, or (4) unrelated words served as targets. Event related potentials elicited by the targets revealed that compared to the unrelated words, the corresponding concepts and thematically related words in the same episodes elicited smaller N400s with a frontal-central distribution, whereas the thematically related words in different episodes elicited an enhanced late positive component. Experiment 2 further showed a priming effect of the corresponding concepts on the thematically related words in the same episodes as well as in a different episode, indicating that the absence of a priming effect of the learned novel words on the thematically related words in different episode could not be attributed to inappropriate selection of thematically related words in the two conditions. These results indicate that only the corresponding concepts and the thematically related words in the learning episodes were successfully primed, whereas the thematic association between the novel words and the thematically related words in different scenarios could only be recognized in a late processing stage. Our findings suggest that thematic knowledge of novel words is organized via separate scenarios, which are represented in a clustered manner in the semantic network.

On your marks, get set, go!-lessons from the UK in enhancing employability of graduates and postgraduates.

PubMed

Fahnert, Beatrix

2015-10-01

Employers expect graduates and postgraduates to demonstrate their education through more than good grades. Learning activities that develop subject skills during formalized programmes of undergraduate and postgraduate study also develop employability skills, if the curriculum is suitably aligned, and developmental planning is supported. Only little extra provision is required, but all development needs to be explicitly signposted to the learner, and the curriculum should be developed in consultation with employers. This review aims to raise awareness of current issues in the context of enhancing employability that arise from an increased global competition on the job market and the expectation of the Higher Education sector to produce work-ready graduates and postgraduates that are well equipped to adapt to a quickly changing work environment particularly due to transferable skills. In the context of lessons from the UK, these current issues and employability are discussed, and approaches to Personal Development Planning that prepare students for lifelong learning and that enable communicating and evidencing achievement are addressed. Issues specific to postgraduates, how actual work experience should be maximized as well as other career influences such as learned societies and social networking are highlighted. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The International Space Station (ISS) Solar Alpha Rotary Joint (SARJ): Materials & Processes (M&P) Lessons Learned for a Large, Rotating Spacecraft Mechanism

NASA Technical Reports Server (NTRS)

Golden, Johnny L.

2016-01-01

The International Space Station (ISS) utilizes two large rotating mechanisms, the solar alpha rotary joints (SARJs), as part of the solar arrays' alignment system for more efficient power generation. Each SARJ is a 10.3m circumference, nitrided 15-5PH steel race ring of triangular cross-section, with 12 sets of trundle bearing assemblies transferring load across the rolling joint. The SARJ mechanism rotates continuously and slowly - once every orbit, or every 90 minutes. In 2007, the starboard SARJ suffered a lubrication failure, resulting in severe damage (spalling) to one of the race ring surfaces. Extensive effort was conducted to prevent the port SARJ from suffering the same failure, and fortunately that effort was ultimately successful in also recovering the functionality of the starboard SARJ. The M&P engineering function was key in determining the cause of failure and the means for mechanism recovery. From a M&P lessons-learned perspective, observations are made concerning the original SARJ design parameters (boundary conditions), the perceived need for nitriding the race ring, the test conditions employed during qualification, the environmental controls used for the hardware preflight, and the lubrication robustness necessary for complex kinematic mechanisms expecting high-reliability and long-life.

How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research

PubMed Central

Hoskinson, A.-M.; Caballero, M. D.; Knight, J. K.

2013-01-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research. PMID:23737623

Impact of electronic medical record on physician practice in office settings: a systematic review

PubMed Central

2012-01-01

Background Increased investments are being made for electronic medical records (EMRs) in Canada. There is a need to learn from earlier EMR studies on their impact on physician practice in office settings. To address this need, we conducted a systematic review to examine the impact of EMRs in the physician office, factors that influenced their success, and the lessons learned. Results For this review we included publications cited in Medline and CINAHL between 2000 and 2009 on physician office EMRs. Studies were included if they evaluated the impact of EMR on physician practice in office settings. The Clinical Adoption Framework provided a conceptual scheme to make sense of the findings and allow for future comparison/alignment to other Canadian eHealth initiatives. In the final selection, we included 27 controlled and 16 descriptive studies. We examined six areas: prescribing support, disease management, clinical documentation, work practice, preventive care, and patient-physician interaction. Overall, 22/43 studies (51.2%) and 50/109 individual measures (45.9%) showed positive impacts, 18.6% studies and 18.3% measures had negative impacts, while the remaining had no effect. Forty-eight distinct factors were identified that influenced EMR success. Several lessons learned were repeated across studies: (a) having robust EMR features that support clinical use; (b) redesigning EMR-supported work practices for optimal fit; (c) demonstrating value for money; (d) having realistic expectations on implementation; and (e) engaging patients in the process. Conclusions Currently there is limited positive EMR impact in the physician office. To improve EMR success one needs to draw on the lessons from previous studies such as those in this review. PMID:22364529

Creating a climate that catalyses healthcare innovation in the United Kingdom - learning lessons from international innovators.

PubMed

Cresswell, Kathrin; Cunningham-Burley, Sarah; Sheikh, Aziz

2017-01-25

The United Kingdom (UK) lags behind other high-income countries in relation to technological innovation in healthcare. In order to inform UK strategy on how to catalyse innovation, we sought to understand what national strategies can help to promote a climate for innovation in healthcare settings by extracting lessons for the UK from international innovators. We undertook a series of qualitative semi-structured interviews with senior international innovators from a range of health related policy, care/service delivery, commercial and academic backgrounds. Thematic analysis helped to explore how different stakeholder groups could facilitate/inhibit innovation at individual, organisational, and wider societal levels. We conducted 14 interviews and found that a conducive climate for healthcare innovation comprised of national/regional strategies stimulating commercial competition, promoting public/private relationships, and providing central direction (e.g. incentives for adoption and regulation through standards) without being restrictive. Organisational attitudes with a willingness to experiment and to take risks were also seen as important, but a bottom-up approach to innovation, based on the identification of clinical need, was seen as a crucial first step to construct relevant national policies.  There is now a need to create mechanisms through which frontline National Health Service staff in relation can raise ideas/concerns and suggest opportunities for improvement, and then build national innovation environments that seek to address these needs. This should be accompanied by creating competitive health technology markets to stimulate a commercial environment that attracts high-quality health information technology experts and innovators working in partnership with staff and patients.

“If Only Someone Had Told Me…”: Lessons From Rural Providers

PubMed Central

Chipp, Cody; Dewane, Sarah; Brems, Christiane; Johnson, Mark E.; Warner, Teddy D.; Roberts, Laura W.

2010-01-01

Purpose Health care providers face challenges in rural service delivery due to the unique circumstances of rural living. The intersection of rural living and health care challenges can create barriers to care that providers may not be trained to navigate, resulting in burnout and high turnover. Through the exploration of experienced rural providers’ knowledge and lessons learned, this study sought to inform future practitioners, educators, and policy makers in avenues through which to enhance training, recruiting, and maintaining a rural workforce across multiple health care domains. Methods Using a qualitative study design, 18 focus groups were conducted, with a total of 127 health care providers from Alaska and New Mexico. Transcribed responses from the question, “What are the 3 things you wish someone would have told you about delivering health care in rural areas?” were thematically coded. Findings Emergent themes coalesced into 3 overarching themes addressing practice-related factors surrounding the challenges, adaptations, and rewards of being a rural practitioner. Conclusion Based on the themes, a series of recommendations are offered to future rural practitioners related to community engagement, service delivery, and burnout prevention. The recommendations offered may help practitioners enter communities more respectfully and competently. They can also be used by training programs and communities to develop supportive programs for new practitioners, enabling them to retain their services and help practitioners integrate into the community. Moving toward an integrative paradigm of health care delivery wherein practitioners and communities collaborate in service delivery will be the key to enhancing rural health care and reducing disparities. PMID:21204979

Transitioning mental health & psychosocial support: from short-term emergency to sustainable post-disaster development. Humanitarian Action Summit 2011.

PubMed

Patel, P P; Russell, J; Allden, K; Betancourt, T S; Bolton, P; Galappatti, A; Hijazi, Z; Johnson, K; Jones, L; Kadis, L; Leary, K; Weissbecker, I; Nakku, J

2011-12-01

The Working Group (WG) on Mental Health and Psychosocial Support participated in its second Humanitarian Action Summit in 2011. This year, the WG chose to focus on a new goal: reviewing practice related to transitioning mental health and psychosocial support programs from the emergency phase to long-term development. The Working Group's findings draw on a review of relevant literature as well as case examples. The objective of the Working Group was to identify factors that promote or hinder the long term sustainability of emergency mental health and psychosocial interventions in crisis and conflict, and to provide recommendations for transitioning such programs from relief to development. The Working Group (WG) conducted a review of relevant literature and collected case examples based on experiences and observations of working group members in implementing mental and psychosocial programming in the field. The WG focused on reviewing literature on mental health and psychosocial programs and interventions that were established in conflict, disaster, protracted crisis settings, or transition from acute phase to development phase. The WG utilized case examples from programs in Lebanon, the Gaza Strip, Sierra Leone, Aceh (Indonesia), Sri Lanka, and New Orleans (United States). The WG identified five key thematic areas that should be addressed in order to successfully transition lasting and effective mental health and psychosocial programs from emergency settings to the development phase. The five areas identified were as follows: Government and Policy, Human Resources and Training, Programming and Services, Research and Monitoring, and Finance. The group identified several recommendations for each thematic area, which were generated from key lessons learned by working group members through implementing mental health and psychosocial support programs in a variety of settings, some successfully sustained and some that were not.

Design training activity for teachers and students on environmental science topic in the frame of ENVRIPLUS project

NASA Astrophysics Data System (ADS)

D'Addezio, G.; Beranzoli, L.; Antonella, M.

2016-12-01

We elaborated actions to improve the content of the ENVRIPLUS e-Training Platform for multimedia education of secondary school level teachers and students. The purpose is to favor teacher training and consequently students training on selected scientific themes faced within the ENVRIPLUS Research Infrastructures. In particular we address major thematic research areas and challenges on Biodiversity and Ecosystem Services, Greenhouse effect and Earth Warming, Ocean acidifications and Environmental sustainability. First we identified "Best practices" that could positively impacts on students by providing motivation on promoting scientific research and increase the awareness of the Earth System complexity and Environmental challenges for its preservation and sustainability,). Best practice teaching strategies represent an inherent part of a curriculum that exemplifies the connection and relevance identified in education research. To realize the training platform we start detailed study and analysis of teaching and multimedia information materials already available. We plan the realization of a digital repository for access to teachers and students with opportunities to develop original content, with standardization of the design methods of the scientific and technical content, classification / cataloging of information in digital form and definition of a logical model for the provision of thematic content in a single digital environment. To better design the actions and to catch teacher needs, we prepare a questionnaire that will be administered to a large sample of international secondary school level teachers. The first part focused on objective information about the formal, quantitative and qualitative position of science class in schools and the content and methods of teaching in different countries. The second part investigate subjective teacher experiences and their views on what can improve training offer for environmental science lessons and courses.

Impact of the Cancer Prevention and Control Research Network: Accelerating the Translation of Research Into Practice.

PubMed

Ribisl, Kurt M; Fernandez, Maria E; Friedman, Daniela B; Hannon, Peggy A; Leeman, Jennifer; Moore, Alexis; Olson, Lindsay; Ory, Marcia; Risendal, Betsy; Sheble, Laura; Taylor, Vicky M; Williams, Rebecca S; Weiner, Bryan J

2017-03-01

The Cancer Prevention and Control Research Network (CPCRN) is a thematic network dedicated to accelerating the adoption of evidence-based cancer prevention and control practices in communities by advancing dissemination and implementation science. Funded by the Centers for Disease Control and Prevention and National Cancer Institute, CPCRN has operated at two levels: Each participating network center conducts research projects with primarily local partners as well as multicenter collaborative research projects with state and national partners. Through multicenter collaboration, thematic networks leverage the expertise, resources, and partnerships of participating centers to conduct research projects collectively that might not be feasible individually. Although multicenter collaboration is often advocated, it is challenging to promote and assess. Using bibliometric network analysis and other graphical methods, this paper describes CPCRN's multicenter publication progression from 2004 to 2014. Searching PubMed, Scopus, and Web of Science in 2014 identified 249 peer-reviewed CPCRN publications involving two or more centers out of 6,534 total. The research and public health impact of these multicenter collaborative projects initiated by CPCRN during that 10-year period were then examined. CPCRN established numerous workgroups around topics such as: 2-1-1, training and technical assistance, colorectal cancer control, federally qualified health centers, cancer survivorship, and human papillomavirus. This paper discusses the challenges that arise in promoting multicenter collaboration and the strategies that CPCRN uses to address those challenges. The lessons learned should broadly interest those seeking to promote multisite collaboration to address public health problems, such as cancer prevention and control. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Integrating Quality Improvement and Continuing Professional Development: A Model From the Mental Health Care System.

PubMed

Sockalingam, Sanjeev; Tehrani, Hedieh; Lin, Elizabeth; Lieff, Susan; Harris, Ilene; Soklaridis, Sophie

2016-04-01

To explore the perspectives of leaders in psychiatry and continuing professional development (CPD) regarding the relationship, opportunities, and challenges in integrating quality improvement (QI) and CPD. In 2013-2014, the authors interviewed 18 participants in Canada: 10 psychiatrists-in-chief, 6 CPD leaders in psychiatry, and 2 individuals with experience integrating these domains in psychiatry who were identified through snowball sampling. Questions were designed to identify participants' perspectives about the definition, relationship, and integration of QI and CPD in psychiatry. Interviews were recorded and transcribed. An iterative, inductive method was used to thematically analyze the transcripts. To ensure the rigor of the analysis, the authors performed member checking and sampling until theoretical saturation was achieved. Participants defined QI as a concept measured at the individual, hospital, and health care system levels and CPD as a concept measured predominantly at the individual and hospital levels. Four themes related to the relationship between QI and CPD were identified: challenges with QI training, adoption of QI into the mental health care system, implementation of QI in CPD, and practice improvement outcomes. Despite participants describing QI and CPD as mutually beneficial, they expressed uncertainty about the appropriateness of aligning these domains within a mental health care context because of the identified challenges. This study identified challenges with aligning QI and CPD in psychiatry and yielded a framework to inform future integration efforts. Further research is needed to determine the generalizability of this framework to other specialties and health care professions.

Population health intervention research training: the value of public health internships and mentorship.

PubMed

Hamelin, Anne-Marie; Paradis, Gilles

2018-01-01

Better alignment between academia and public health practice and policies are critical to improve public health actions. Training of future researchers to address complex issues and to conduct transdisciplinary and collaborative research will help improve this alignment. In this paper, we describe the role of internship placements and mentorship for trainees' skills development in population health intervention research and the benefits of embedding research trainees within public health organizations. This qualitative descriptive study assessed the perceptions of the role and benefits of internships and mentorship for population health intervention research training among former doctoral and postdoctoral students, public health mentors, and senior public health managers who participated in the 4P Program, a research training program which bridges academic training and the public health system in Quebec, Canada. Two types of interviews were conducted: telephone semi-structured interviews by an external evaluator and face-to-face trainee "exit" interviews by the Program co-director. Semi-annual evaluation reports from each trainee were also reviewed. Qualitative data were subjected to a thematic analysis. Internships provided trainees with a working knowledge of the public health system and the context in which decisions and public health interventions are implemented. It was an opportunity for trainees to interact with knowledge-user partners and assess the gap between research and practice. Effective mentorship was key to help trainees interpret the public health reality and develop population health intervention research skills. Trainees learned to ask the "how" questions that are critical for in-depth understanding of complex interventions and the conditions under which they can be best implemented. Conditions of success of internships and mentorship for population health intervention research included the alignment of the interests between the trainee, the mentor and the public health organization, quality mentoring, and the acquisition of specific population health intervention skills, especially collaborative research skills. The findings suggest that public health internships and mentorship facilitate trainee engagement in applied public health research.

Pharmacists' views and reported practices in relation to a new generic drug substitution policy in Lebanon: a mixed methods study.

PubMed

El-Jardali, Fadi; Fadlallah, Racha; Morsi, Rami Z; Hemadi, Nour; Al-Gibbawi, Mounir; Haj, Magda; Khalil, Suzan; Saklawi, Youssef; Jamal, Diana; Akl, Elie A

2017-02-17

Governments in both developed and developing countries have adopted generic drug substitution policies to decrease pharmaceutical expenditures and improve access to medicine. In August 2015, the Ministry of Public Health (MOPH) in Lebanon introduced generic drug substitution and a unified medical prescription form as policy instruments to promote generic drug use. The objective of this exploratory study was to examine the attitudes of community pharmacists and the reported practices in relation to the implementation of the new generic drug substitution policy. We used a cross-sectional mixed methods approach composed of self-administered questionnaires and semi-structured interviews. The study population consisted of community pharmacists in Lebanon. We randomly approached one pharmacy personnel from each selected community pharmacy. We conducted descriptive analyses to assess responses to questionnaire and regression analyses to understand associations between responses and respondent demographics. We analyzed qualitative data thematically. Out of 204 invited community pharmacies, 153 pharmacies participated (75% response rate). The majority of respondents (64%) were in favor of generic drug substitution; however, less than half (40%) indicated they have substituted brand drugs for generic equivalents. Moreover, 57% indicated that the existing pricing system discourages them from performing generic drug substitution. Most respondents indicated that physicians are overusing the "non-substitutable" option (84%) and that there are technical problems with processing the new prescription form (78%). Less than half (47%) reported that the MOPH is performing regular audits on the forms collected by the pharmacy. While 45% of the respondents indicated that consumers have accepted most of the generic substitutions, 21% perceived the increase in generic drug dispensing to be significant. Findings suggested a potentially significant association between being informed about generic drugs and respondents' support of the policy. Suggested strategies to address implementation challenges included strengthening stewardship function of MOPH, securing full commitment of health care providers, conducting educational and awareness campaigns about generic drugs and generic drug substitution, and aligning incentive systems of the key stakeholders. The majority of community pharmacists were supportive of generic drug substitution in general but not of the current implementation of the policy in Lebanon. Findings revealed implementation challenges at the provider, patient, and system level which are hindering attainment of the policy objectives. The key lessons derived from this study can be used for continuous improvement of the policy and its implementation.

The Six-Legged Subject: A Survey of Secondary Science Teachers’ Incorporation of Insects into U.S. Life Science Instruction

PubMed Central

Ingram, Erin

2018-01-01

To improve students’ understanding and appreciation of insects, entomology education efforts have supported insect incorporation in formal education settings. While several studies have explored student ideas about insects and the incorporation of insects in elementary and middle school classrooms, the topic of how and why insects are incorporated in secondary science classrooms remains relatively unexplored. Using survey research methods, this study addresses the gap in the literature by (1) describing in-service secondary science teachers’ incorporation of insects in science classrooms; (2) identifying factors that support or deter insect incorporation and (3) identifying teachers’ preferred resources to support future entomology education efforts. Findings indicate that our sample of U.S. secondary science teachers commonly incorporate various insects in their classrooms, but that incorporation is infrequent throughout the academic year. Insect-related lesson plans are commonly used and often self-created to meet teachers’ need for standards-aligned curriculum materials. Obstacles to insect incorporation include a perceived lack of alignment of insect education materials to state or national science standards and a lack of time and professional training to teach about insects. Recommendations are provided for entomology and science education organizations to support teachers in overcoming these obstacles. PMID:29538297

The Six-Legged Subject: A Survey of Secondary Science Teachers' Incorporation of Insects into U.S. Life Science Instruction.

PubMed

Ingram, Erin; Golick, Douglas

2018-03-14

To improve students' understanding and appreciation of insects, entomology education efforts have supported insect incorporation in formal education settings. While several studies have explored student ideas about insects and the incorporation of insects in elementary and middle school classrooms, the topic of how and why insects are incorporated in secondary science classrooms remains relatively unexplored. Using survey research methods, this study addresses the gap in the literature by (1) describing in-service secondary science teachers' incorporation of insects in science classrooms; (2) identifying factors that support or deter insect incorporation and (3) identifying teachers' preferred resources to support future entomology education efforts. Findings indicate that our sample of U.S. secondary science teachers commonly incorporate various insects in their classrooms, but that incorporation is infrequent throughout the academic year. Insect-related lesson plans are commonly used and often self-created to meet teachers' need for standards-aligned curriculum materials. Obstacles to insect incorporation include a perceived lack of alignment of insect education materials to state or national science standards and a lack of time and professional training to teach about insects. Recommendations are provided for entomology and science education organizations to support teachers in overcoming these obstacles.

Comparing the temporal dynamics of thematic and taxonomic processing using event-related potentials.

PubMed

Savic, Olivera; Savic, Andrej M; Kovic, Vanja

2017-01-01

We report the results of a study comparing the temporal dynamics of thematic and taxonomic knowledge activation in a picture-word priming paradigm using event-related potentials. Although we found no behavioral differences between thematic and taxonomic processing, ERP data revealed distinct patterns of N400 and P600 amplitude modulation for thematic and taxonomic priming. Thematically related target stimuli elicited less negativity than taxonomic targets between 280-460 ms after stimulus onset, suggesting easier semantic processing of thematic than taxonomic relationships. Moreover, P600 mean amplitude was significantly increased for taxonomic targets between 520-600 ms, consistent with a greater need for stimulus reevaluation in that condition. These results offer novel evidence in favor of a dissociation between thematic and taxonomic thinking in the early phases of conceptual evaluation.

Rural and remote dementia care challenges and needs: perspectives of formal and informal care providers residing in Saskatchewan, Canada.

PubMed

Dal Bello-Haas, Vanina P M; Cammer, Allison; Morgan, Debra; Stewart, Norma; Kosteniuk, Julie

2014-01-01

Rural and remote settings pose particular healthcare and service delivery challenges. Providing appropriate care and support for individuals with dementia and their families living in these communities is especially difficult, and can only be accomplished when the needs of care providers and the context and complexity of care provision are understood. This paper describes formal and informal caregivers' perceptions of the challenges and needs in providing care and support for individuals with dementia living in rural and remote areas of Saskatchewan, Canada. A mixed-methods exploratory approach was used to examine caregivers' needs. This research was a component of a broader process evaluation designed to inform the initial and ongoing development of a community-based participatory research program in rural dementia care, which included the development of the Rural and Remote Memory Clinic (RRMC). Four approaches were used for data collection and analyses: (1) thematic analysis of consultation meetings with rural healthcare providers: documented discussions from consultation meetings that occurred in 2003-2004 with rural physicians and healthcare providers regarding plans for a new RRMC were analysed thematically; (2) telephone and mail questionnaires: consultation meeting participants completed a subsequent telephone or mail questionnaire (2003-2004) that was analysed descriptively; (3) thematic analysis of referral letters to the Rural and Remote Memory Clinic: physician referral letters over a five-year period (2003-2008) were analysed descriptively and thematically; and (4) examination of family caregiver satisfaction: four specific baseline questionnaire questions completed by family caregivers (2007-2010) were analysed descriptively and thematically. Both physician and non-physician healthcare providers identified increased facilities and care programs as needs. Physicians were much more likely than other providers to report available support services for patients and families as adequate. Non-physician providers identified improved services, better coordination of services, travel and travel burden related needs, and staff training and education needs as priorities. Physician needs, as determined via referral letters, included confirmation of diagnosis or treatment, request for further management suggestions, patient or family request, and consultation regarding difficult cases. One-third of informal caregivers expressed not being satisfied with the care received prior to the Rural and Remote Memory Clinic assessment visit, and identified lack of diagnosis and long wait times for services as key issues. Delivering services and providing care and support for individuals with dementia living in rural and remote communities are especially challenging. The need for increased extent of services was a commonality among formal and informal caregivers. Primary care physicians may seek confirmation of their diagnosis or may need assistance when dealing with difficult aspects of care, as identified by referral letters. Differences between the needs identified via referral letters and questionnaire responses of physicians may be a reflection of the rural or remote context of care provision. Informal caregiver needs were more aligned with non-physician healthcare providers with respect to the need for improved access to additional healthcare professionals and services. The findings have implications for regional policy development that addresses human and other resource shortages.

High School Science Teachers' Receptivity to the Next Generation Science Standards: An Examination of Discipline Specific Factors

NASA Astrophysics Data System (ADS)

Shapiro, Lesley Jacqueline

The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition. The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and non-receptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

Qualitative process evaluation of an Australian alcohol media literacy study: recommendations for designing culturally responsive school-based programs.

PubMed

Gordon, Chloe S; Kervin, Lisa K; Jones, Sandra C; Howard, Steven J

2017-02-02

Alcohol media literacy programs seek to mitigate the potentially harmful effects of alcohol advertising on children's drinking intentions and behaviours through equipping them with skills to challenge media messages. In order for such programs to be effective, the teaching and learning experiences must be tailored to their specific cultural context. Media in the Spotlight is an alcohol media literacy program aimed at 9 to 12 year old Australian children. This study evaluates the process and implementation of the program, outlining the factors that facilitated and inhibited implementation. From this evaluation, a pedagogical framework has been developed for health professionals implementing culturally responsive programs in school settings. Process measures included: semi-structured interviews with teachers before and after the program was implemented (n = 11 interviews), program evaluation questionnaires completed by children (n = 166), lesson observations completed by teachers (n = 35 observations), and reflective journal entries completed by the researcher (n = 44 entries). A thematic analysis approach was used to analyse all of the data sets using NVivo. Inductive coding was used, whereby the findings were derived from the research objectives and multiple readings and interpretations of the data. Five key pedagogical considerations were identified that facilitated implementation. These were: connecting to the students' life worlds to achieve cultural significance; empowering students with real-world skills to ensure relevance; ensuring programs are well structured with strong connections to the school curriculum; creating developmentally appropriate activities while providing a range of assessment opportunities; and including hands-on and interactive activities to promote student engagement. Three potential inhibitors to implementing the alcohol media literacy program in upper-elementary school classrooms were identified. These included topic sensitivities, classroom management challenges, and fitting new programs into already busy school schedules. Overall, the program content and individual lessons were well received by the teachers and students. The lessons learned from the development, implementation and evaluation of this program can provide health professionals with key pedagogical strategies for designing culturally responsive educational programs. Culturally responsive programs are critical for ensuring interventions are effective for their specific context.

Think first job! Preferences and expectations of engineering students in a French `Grande Ecole'

NASA Astrophysics Data System (ADS)

Gerwel Proches, Cecile N.; Chelin, Nathalie; Rouvrais, Siegfried

2018-03-01

A career in engineering may be appealing owing to the prospect of a good salary and a dynamic work environment. There may, however, be challenges for students wishing to enter their first job. In engineering education, career preparation courses may be included so as to prepare students adequately for their first job, future careers, and to reinforce career decision-making skills. This study explored the first-job preferences and expectations of engineering students at a generalist French 'Grande Ecole' before their compulsory internship. The study ultimately provided insight into ways in which future engineers may best be equipped for their first jobs. A qualitative research study was employed, using four focus groups to collect data, which was analysed thematically. Key findings indicate the resolute importance that engineering students place on having a challenging job, teamwork, independence, opportunities for development, and a participative style of being managed. The research findings may be of value in order to renew an engineering curriculum with better alignment between students' expectations and industry needs.

Work-related stress in a humanitarian context: a qualitative investigation.

PubMed

Jachens, Liza; Houdmont, Jonathan; Thomas, Roslyn

2018-03-13

There is a paucity of research on the subjective stress-related experiences of humanitarian aid workers. Most evaluations of stress among these individuals focus on trauma and related conditions or adopt a quantitative approach. This interview-based study explored how 58 humanitarian aid workers employed by a United Nations-aligned organisation perceived the transactional stress process. The thematic analysis revealed eight main topics of interest: an emergency culture was found where most employees felt compelled to offer an immediate response to humanitarian needs; employees identified strongly with humanitarian goals and reported a high level of engagement; the rewards of humanitarian work were perceived as motivating and meaningful; constant change and urgent demands resulted in work overload; and managing work-life boundaries and receiving positive support from colleagues and managers helped to buffer perceived stress, work overload, and negative health outcomes. The practical implications of the results are discussed and suggestions made in the light of current research and stress theory. © 2018 The Author(s). Disasters © Overseas Development Institute, 2018.

Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship.

PubMed

Johnson, Jessica L; Chauvin, Sheila

2016-12-25

Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda's Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda's domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation. Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda's framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development.

Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship

PubMed Central

Chauvin, Sheila

2016-01-01

Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda’s Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda’s domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation. Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda’s framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development. PMID:28179721

Thematic Teaching in Action

ERIC Educational Resources Information Center

Loughran, Sandra B.

2005-01-01

This article describes "thematic teaching," defined as a process of integrating and linking multiple elements of a curriculum in an ongoing exploration of many different aspects of a topic or subject. Thematic teaching is about students actively constructing their own knowledge. In classrooms where successful thematic work is in progress,…

Comparing the temporal dynamics of thematic and taxonomic processing using event-related potentials

PubMed Central

Savic, Olivera; Savic, Andrej M.; Kovic, Vanja

2017-01-01

We report the results of a study comparing the temporal dynamics of thematic and taxonomic knowledge activation in a picture-word priming paradigm using event-related potentials. Although we found no behavioral differences between thematic and taxonomic processing, ERP data revealed distinct patterns of N400 and P600 amplitude modulation for thematic and taxonomic priming. Thematically related target stimuli elicited less negativity than taxonomic targets between 280–460 ms after stimulus onset, suggesting easier semantic processing of thematic than taxonomic relationships. Moreover, P600 mean amplitude was significantly increased for taxonomic targets between 520–600 ms, consistent with a greater need for stimulus reevaluation in that condition. These results offer novel evidence in favor of a dissociation between thematic and taxonomic thinking in the early phases of conceptual evaluation. PMID:29236767

How Old Is Your Universe?: A Workshop For Middle Grade Science Teachers

NASA Astrophysics Data System (ADS)

Wulff, A. H.; Siewers, F.; Gelderman, R.; Carini, M.; Roberts, J.; Tyler, R.; McGruder, C.

2005-05-01

Recent attempts to revise how evolution is taught in US schools have found fault not just with Darwin's theory of biological evolution but with current scientific theories about the age and evolution of the cosmos. A multidisciplinary team including physicists, astronomers and geologists initiated two workshops to provide clear, easy to implement curriculum material to help middle grade science teachers explain to their students how we know the ages of the earth, stars, our own solar system, and the entire universe. The nature of science was explained, with special attention paid to distinguishing knowledge gained through the scientific method from matters of faith. In-service and pre-service teachers worked together as a team to master the content behind a series of hands-on activities and develop the best strategies for integrating the lesson plans into the classroom. Research scientists collaborated with educators to present the workshop; and after the workshop traveled to the classrooms to work with the teachers to assist in the implementation of the material. These pairings resulted in a diversity of approaches and implementation strategies being discussed and ultimately implemented. During the workshop the teachers were introduced to a series of inquiry-based, hands-on activities designed to integrate thematic content from the life, earth, and physical sciences. Additional resources (various physics lab materials, earth materials kits, posters, CD-ROMs, etc.) and information were provided to allow each teacher to become familiar with the reasons for our belief in an ancient and evolving universe. The chosen lesson plan activities provide just-in-time introduction of background materials integrating math skills and concepts with the process of discovery. The inquiry-based activities emphasize the methods by which scientists study cosmic distances, ages, and evolution. The entire workshop format has been aligned with, and each activity is linked with, National Science Education Standards and AAAS Project 2061 Benchmarks and the resulting units of study are appropriate for a middle school science course. Each workshop ran for four days, divided into two Friday - Saturday meetings spread over two weeks, with the goal of allowing overburdened teachers to devote a substantial amount of total time to this professional development opportunity without imposing too much at any one point in their schedules. The first weekend concentrated on the age of the earth and the basic geologic principles that have shaped its history; the second weekend focused on how to determine cosmological timescales. These multidisciplinary workshops integrated mathematics and the earth and space sciences, in order to address the urgent need to provide public school teachers with a solid understanding of astronomical ages and the nature of cosmic evolution. Hands-on activities were coupled with telescope viewing opportunities and a half-day geological fieldtrip. Participants were given pre-and post-workshop tests and knowledge surveys in order to assess the effectiveness of the workshops. Modifications were made for the second workshop based on evaluation of these surveys. Researchers and pre-service teachers worked with in-service teacher's classes and provided follow-up support for the implementation of workshop materials.

Partial Knowledge of Word Meanings: Thematic and Taxonomic Representations

ERIC Educational Resources Information Center

Whitmore, Jeannette M.; Shore, Wendelyn J.; Smith, Peg Hull

2004-01-01

The type of information (taxonomic or thematic) available at different levels of knowledge was investigated. Following extensive norming to identify taxonomic and thematic associates of low-frequency nouns, participants determined if taxonomic or thematic associates were meaningfully related to target words at three levels of knowledge: target…

Thematic and spatial resolutions affect model-based predictions of tree species distribution.

PubMed

Liang, Yu; He, Hong S; Fraser, Jacob S; Wu, ZhiWei

2013-01-01

Subjective decisions of thematic and spatial resolutions in characterizing environmental heterogeneity may affect the characterizations of spatial pattern and the simulation of occurrence and rate of ecological processes, and in turn, model-based tree species distribution. Thus, this study quantified the importance of thematic and spatial resolutions, and their interaction in predictions of tree species distribution (quantified by species abundance). We investigated how model-predicted species abundances changed and whether tree species with different ecological traits (e.g., seed dispersal distance, competitive capacity) had different responses to varying thematic and spatial resolutions. We used the LANDIS forest landscape model to predict tree species distribution at the landscape scale and designed a series of scenarios with different thematic (different numbers of land types) and spatial resolutions combinations, and then statistically examined the differences of species abundance among these scenarios. Results showed that both thematic and spatial resolutions affected model-based predictions of species distribution, but thematic resolution had a greater effect. Species ecological traits affected the predictions. For species with moderate dispersal distance and relatively abundant seed sources, predicted abundance increased as thematic resolution increased. However, for species with long seeding distance or high shade tolerance, thematic resolution had an inverse effect on predicted abundance. When seed sources and dispersal distance were not limiting, the predicted species abundance increased with spatial resolution and vice versa. Results from this study may provide insights into the choice of thematic and spatial resolutions for model-based predictions of tree species distribution.

Thematic and Spatial Resolutions Affect Model-Based Predictions of Tree Species Distribution

PubMed Central

Liang, Yu; He, Hong S.; Fraser, Jacob S.; Wu, ZhiWei

2013-01-01

Subjective decisions of thematic and spatial resolutions in characterizing environmental heterogeneity may affect the characterizations of spatial pattern and the simulation of occurrence and rate of ecological processes, and in turn, model-based tree species distribution. Thus, this study quantified the importance of thematic and spatial resolutions, and their interaction in predictions of tree species distribution (quantified by species abundance). We investigated how model-predicted species abundances changed and whether tree species with different ecological traits (e.g., seed dispersal distance, competitive capacity) had different responses to varying thematic and spatial resolutions. We used the LANDIS forest landscape model to predict tree species distribution at the landscape scale and designed a series of scenarios with different thematic (different numbers of land types) and spatial resolutions combinations, and then statistically examined the differences of species abundance among these scenarios. Results showed that both thematic and spatial resolutions affected model-based predictions of species distribution, but thematic resolution had a greater effect. Species ecological traits affected the predictions. For species with moderate dispersal distance and relatively abundant seed sources, predicted abundance increased as thematic resolution increased. However, for species with long seeding distance or high shade tolerance, thematic resolution had an inverse effect on predicted abundance. When seed sources and dispersal distance were not limiting, the predicted species abundance increased with spatial resolution and vice versa. Results from this study may provide insights into the choice of thematic and spatial resolutions for model-based predictions of tree species distribution. PMID:23861828

Thematic knowledge, artifact concepts, and the left posterior temporal lobe: Where action and object semantics converge

PubMed Central

Kalénine, Solène; Buxbaum, Laurel J.

2016-01-01

Converging evidence supports the existence of functionally and neuroanatomically distinct taxonomic (similarity-based; e.g., hammer-screwdriver) and thematic (event-based; e.g., hammer-nail) semantic systems. Processing of thematic relations between objects has been shown to selectively recruit the left posterior temporoparietal cortex. Similar posterior regions have been also been shown to be critical for knowledge of relationships between actions and manipulable human-made objects (artifacts). Based on the hypothesis that thematic relationships for artifacts are based, at least in part, on action relationships, we assessed the prediction that the same regions of the left posterior temporoparietal cortex would be critical for conceptual processing of artifact-related actions and thematic relations for artifacts. To test this hypothesis, we evaluated processing of taxonomic and thematic relations for artifact and natural objects as well as artifact action knowledge (gesture recognition) abilities in a large sample of 48 stroke patients with a range of lesion foci in the left hemisphere. Like control participants, patients identified thematic relations faster than taxonomic relations for artifacts, whereas they identified taxonomic relations faster than thematic relations for natural objects. Moreover, response times for identifying thematic relations for artifacts selectively predicted performance in gesture recognition. Whole brain Voxel Based Lesion-Symptom Mapping (VLSM) analyses and Region of Interest (ROI) regression analyses further demonstrated that lesions to the left posterior temporal cortex, overlapping with LTO and visual motion area hMT+, were associated both with relatively slower response times in identifying thematic relations for artifacts and poorer artifact action knowledge in patients. These findings provide novel insights into the functional role of left posterior temporal cortex in thematic knowledge, and suggest that the close association between thematic relations for artifacts and action representations may reflect their common dependence on visual motion and manipulation information. PMID:27389801

Understanding Online Teacher Best Practices: A Thematic Analysis to Improve Learning

ERIC Educational Resources Information Center

Corry, Michael; Ianacone, Robert; Stella, Julie

2014-01-01

The purpose of this study was to examine brick-and-mortar and online teacher best practice themes using thematic analysis and a newly developed theory-based analytic process entitled Synthesized Thematic Analysis Criteria (STAC). The STAC was developed to facilitate the meaningful thematic analysis of research based best practices of K-12…

Application of Commercial Games for Home-Based Rehabilitation for People with Hemiparesis: Challenges and Lessons Learned.

PubMed

Valdés, Bulmaro A; Glegg, Stephanie M N; Lambert-Shirzad, Navid; Schneider, Andrea N; Marr, Jonathan; Bernard, Renee; Lohse, Keith; Hoens, Alison M; Van der Loos, H F Machiel

2018-06-01

To identify the factors that influence the use of an at-home virtual rehabilitation gaming system from the perspective of therapists, engineers, and adults and adolescents with hemiparesis secondary to stroke, brain injury, and cerebral palsy. This study reports on qualitative findings from a study, involving seven adults (two female; mean age: 65 ± 8 years) and three adolescents (one female; mean age: 15 ± 2 years) with hemiparesis, evaluating the feasibility and clinical effectiveness of a home-based custom-designed virtual rehabilitation system over 2 months. Thematic analysis was used to analyze qualitative data from therapists' weekly telephone interview notes, research team documentation regarding issues raised during technical support interactions, and the transcript of a poststudy debriefing session involving research team members and collaborators. Qualitative themes that emerged suggested that system use was associated with three key factors as follows: (1) the technology itself (e.g., characteristics of the games and their clinical implications, system accessibility, and hardware and software design); (2) communication processes (e.g., preferences and effectiveness of methods used during the study); and (3) knowledge and training of participants and therapists on the technology's use (e.g., familiarity with Facebook, time required to gain competence with the system, and need for clinical observations during remote therapy). Strategies to address these factors are proposed. Lessons learned from this study can inform future clinical and implementation research using commercial videogames and social media platforms. The capacity to track compensatory movements, clinical considerations in game selection, the provision of kinematic and treatment progress reports to participants, and effective communication and training for therapists and participants may enhance research success, system usability, and adoption.

Building flexibility and managing complexity in community mental health: lessons learned in a large urban centre.

PubMed

Stergiopoulos, Vicky; Saab, Dima; Francombe Pridham, Kate; Aery, Anjana; Nakhost, Arash

2018-01-24

Across many jurisdictions, adults with complex mental health and social needs face challenges accessing appropriate supports due to system fragmentation and strict eligibility criteria of existing services. To support this underserviced population, Toronto's local health authority launched two novel community mental health models in 2014, inspired by Flexible Assertive Community Team principles. This study explores service user and provider perspectives on the acceptability of these services, and lessons learned during early implementation. We purposively sampled 49 stakeholders (staff, physicians, service users, health systems stakeholders) and conducted 17 semi-structured qualitative interviews and 5 focus groups between October 23, 2014 and March 2, 2015, exploring stakeholder perspectives on the newly launched team based models, as well as activities and strategies employed to support early implementation. Interviews and focus groups were audio recorded, transcribed verbatim and analyzed using thematic analysis. Findings revealed wide-ranging endorsement for the two team-based models' success in engaging the target population of adults with complex service needs. Implementation strengths included the broad recognition of existing service gaps, the use of interdisciplinary teams and experienced service providers, broad partnerships and collaboration among various service sectors, training and team building activities. Emerging challenges included lack of complementary support services such as suitable housing, organizational contexts reluctant to embrace change and risk associated with complexity, as well as limited service provider and organizational capacity to deliver evidence-based interventions. Findings identified implementation drivers at the practitioner, program, and system levels, specific to the implementation of community mental health interventions for adults with complex health and social needs. These can inform future efforts to address the health and support needs of this vulnerable population.

An explicit and reflective approach to the use of history to promote understanding of the nature of science

NASA Astrophysics Data System (ADS)

Rudge, David W.; Howe, Eric M.

2009-05-01

Monk and Osborne (Sci Educ 81:405-424, 1997) provide a rigorous justification for why history and philosophy of science should be incorporated as an integral component of instruction and a model for how history of science should be used to promote learning of and about science. In the following essay we critique how history of science is used on this model, and in particular, their advocacy of a direct comparison of students’ conceptions of scientific phenomena with those of past scientists. We propose instead an alternative approach that promotes a more active engagement by inviting students to engage in the sort of reasoning that led past scientists to reach insights about scientific phenomena. As an example we describe in detail two lesson plans taken from an eight-class unit developed with reference to the history of research on sickle-cell anemia. These lessons demonstrate how an open-ended, problem-solving approach can be used to help students deepen their understanding of science. Throughout the unit students are invited to explicitly and reflectively consider the implications of their reasoning about the disease for their understanding of nature of science issues. The essay draws attention to how this alternative approach actually more closely aligns with the constructivist rationale Monk and Osborne have articulated. It concludes with a brief summary of empirical research demonstrating the efficacy of this approach.

[Palliative care in paediatric oncology: perceptions, expertise and practices from the perspective of the multidisciplinary team].

PubMed

Silva, Adriana Ferreira da; Issi, Helena Becker; Motta, Maria da Graça Corso da; Botene, Daisy Zanchi de Abreu

2015-06-01

To reveal the perceptions, expertise and practices of multi-professional teams providing palliative care to children in a paediatric oncology unit. The research questions were based on everyday care, facilitations and difficulties, essential aspects of professional approaches, and the inter-disciplinary focus of care for children in palliative care and their families. Qualitative, exploratory and descriptive research. Data were collected from June to October 2013 from nine professional multidisciplinary team members by means of a semi-structured interview submitted to thematic analysis. The following four themes emerged from analysis: palliative care: conceptions of the multi-professional team; the construction of singular care; the facilitations and difficulties experienced by the team and significant lessons learned. The subjects revealed that the team also suffers with the death of a child and, like the family, moves toward the construction of coping mechanisms for the elaboration of mourning. Paradoxically, the team shares knowledge to determine the foundations of a singular therapeutic project and inserts the family in this process so that it can be the protagonist of the child's care.

Patterns of Father Self Evaluations among Mexican and European American Men and Links to Adolescent Adjustment

PubMed Central

Perez-Brena, Norma J.; Cookston, Jeffrey T.; Fabricius, William V.; Saenz, Delia

2013-01-01

A mixed-method study identified profiles of fathers who mentioned key dimensions of their parenting and linked profile membership to adolescents’ adjustment using data from 337 European American, Mexican American and Mexican immigrant fathers and their early adolescent children. Father narratives about what fathers do well as parents were thematically coded for the presence of five fathering dimensions: emotional quality (how well father and child get along), involvement (amount of time spent together), provisioning (the amount of resources provided), discipline (the amount and success in parental control), and role modeling (teaching life lessons through example). Next, latent class analysis was used to identify three patterns of the likelihood of mentioning certain fathering dimensions: an emotionally-involved group mentioned emotional quality and involvement; an affective-control group mentioned emotional quality, involvement, discipline and role modeling; and an affective-model group mentioned emotional quality and role modeling. Profiles were significantly associated with subsequent adolescents’ reports of adjustment such that adolescents of affective-control fathers reported significantly more externalizing behaviors than adolescents of emotionally-involved fathers. PMID:24883049

Clinical directors' views of centralisation and commissioning of cleft services in the U.K.

PubMed

Searle, Aidan; Scott, Julia K; Sandy, Jonathan; Ness, Andrew; Waylen, Andrea

2015-01-22

To determine the views of Clinical Directors working in the United Kingdom (U.K.) Cleft Service with regard to centralisation, commissioning and impact on cleft service provision. In-depth qualitative interviews were conducted with 11 Clinical Directors representing regional cleft services. Interviews were transcribed verbatim, a coding frame was developed by two researchers and transcripts were coded using a thematic, 'interpretive' approach. Clinical Directors perceived the commissioning of cleft services in the U.K. to be dependent upon historical agreements and individual negotiation despite service centralisation. Furthermore, Clinical Directors perceived unfairness in the commissioning and funding of cleft services and reported inconsistencies in funding models and service costs that have implications for delivering an equitable cleft service with an effective Multidisciplinary Team. National Health Service (NHS) commissioning bodies can learn lessons from the centralisation of cleft care. Clinical Directors' accounts of their relationships with specialist commissioning bodies and their perspectives of funding cleft services may serve to increase parity and improve the commissioning of cleft services in the U.K.

Media coverage of health issues and how to work more effectively with journalists: a qualitative study

PubMed Central

2010-01-01

Background The mass media has enormous potential to influence health-related behaviours and perceptions. Much research has focused on how the media frames health issues. This study sought to explore how journalists in Australia select and shape news on health issues. Methods The study involved semi-structured interviews with 16 journalists from major Australian print, radio and television media organisations reporting on avian influenza and pandemic planning. Journalists, including reporters, editors and producers, were interviewed between October 2006 and August 2007. Thematic analysis was used to draw out major lessons for health communicators. Results Journalists routinely attempted to balance different, sometimes competing, aims amidst significant operational constraints. They perceived the most trusted sources on health issues to be respected and independent doctors. Specialist health and medical reporters had a more sound technical knowledge, channels to appropriate sources, power within their organisations, and ability to advocate for better quality coverage. Conclusions An awareness of how to work with the media is essential for health communicators. This includes understanding journalists' daily routines, being available, providing resources, and building relationships with specialist health reporters. PMID:20822552

Recovering Neptune 170 Years After its Initial Discovery

NASA Astrophysics Data System (ADS)

Myles, Justin

2017-01-01

Recent work by Trujillo and Shephard (2014) and Batygin and Brown (2016) has shown an as-yet unexplained clustering of the periapse vectors of the most distant Kuiper Belt objects. This unusual clustering has motivated the search for an unseen perturbing planet that is responsible for maintaining the alignment. As a proof of concept of a technique for locating unseen solar system planets, we use dynamical N-body integrations to simulate the orbital dynamics of distant Kuiper Belt objects, with the aim of determining the orbital parameters of Neptune (which, for the sake of exercise, we assume is, as-yet, undiscovered). In this poster, we determine the accuracy with which the perturbing planet’s orbital elements and sky location can be determined, and we show how the lessons learned can improve the search strategy for potentially undiscovered trans-Neptunian planets.

Planetary atmospheres minor species sensor balloon flight test to near space

NASA Astrophysics Data System (ADS)

Peale, Robert E.; Fredricksen, Christopher J.; Muraviev, Andrei V.; Maukonen, Douglas; Quddusi, Hajrah M.; Calhoun, Seth; Colwell, Joshua E.; Lachenmeier, Timothy A.; Dewey, Russell G.; Stern, Alan; Padilla, Sebastian; Bode, Rolfe

2015-05-01

The Planetary Atmospheres Minor Species Sensor (PAMSS) is an intracavity laser absorption spectrometer that uses a mid-infrared quantum cascade laser in an open external cavity for sensing ultra-trace gases with parts-per-billion sensitivity. PAMSS was flown on a balloon by Near Space Corporation from Madras OR to 30 km on 17 July 2014. Based on lessons learned, it was modified and was flown a second time to 32 km by World View Enterprises from Pinal AirPark AZ on 8 March 2015. Successes included continuous operation and survival of software, electronics, optics, and optical alignment during extreme conditions and a rough landing. Operation of PAMSS in the relevant environment of near space has significantly elevated its Technical Readiness Level for trace-gas sensing with potential for planetary and atmospheric science in harsh environments.

Lessons learned from selective soft-tissue release for gap balancing in primary total knee arthroplasty: an analysis of 1216 consecutive total knee arthroplasties: AAOS exhibit selection.

PubMed

Peters, Christopher L; Jimenez, Chris; Erickson, Jill; Anderson, Mike B; Pelt, Christopher E

2013-10-16

Soft-tissue releases are commonly necessary to achieve symmetrical flexion and extension gaps in primary total knee arthroplasty performed with a measured resection technique. We reviewed the frequency of required releases according to preoperative alignment and the clinical and radiographic results; associations with failure, reoperations, and complications are presented. We reviewed 1216 knees that underwent primary total knee arthroplasty from 2004 to 2009; 774 (64%) were in female patients and 442 (36%), in male patients. In the coronal plane, 855 knees had preoperative varus deformity, 123 were neutral, and 238 had valgus deformity. The mean age at the time of the index procedure was 62.7 years (range, twenty-three to ninety-four years), and the mean body mass index was 32.7 kg/m² (range, 17.4 to 87.9 kg/m²). Clinical outcomes included the Knee Society Score (KSS), implant failure, reoperation, and complications. Radiographs were analyzed for component alignment. The only difference in the total KSS was found at the time of final follow-up between valgus knees with zero releases (total KSS = 178) and those with one or two releases (KSS = 160, p = 0.026). Overall, 407 knees (33.5%) required zero releases, 686 (56.4%) required one or two releases, and 123 (10.1%) required three or more releases. Among varus knees, 37% required zero releases, 55% required one or two releases, and 7.5% required three or more releases. Among neutral knees, 39% required zero releases, 55% required one or two releases, and 5.7% required three or more releases. Only 17% of valgus knees required zero releases whereas 61% required one or two releases and 21.8% required three or more releases. Valgus knees required more releases than neutral or varus knees did (p < 0.001). Selective soft-tissue release for gap balancing in primary total knee arthroplasty is an effective technique that produced excellent clinical and radiographic results regardless of preoperative alignment. Consistent anatomic coronal-plane alignment and soft-tissue balance could be achieved without bone cut modification by using measured bone resection and selective soft-tissue release.

The Cross-Thematic Approach and its Implications for Secondary Education with Particular Reference to Greece and Cyprus

ERIC Educational Resources Information Center

Dieronitou, Irene

2009-01-01

This article examines the impact of the Cross thematic approach on Greek and Greek Cypriot secondary education. The major argument put forward is that the Cross thematic approach (CTA) affects not only pedagogy and educational knowledge but teacher professionalism as well. In justifying this argument, the Cross thematic approach is considered as a…

Families’ Priorities Regarding Hospital-to-Home Transitions for Children With Medical Complexity

PubMed Central

O’Brien, Emily R.; Leslie, Laurel K.; Lindenauer, Peter K.; Mangione-Smith, Rita M.

2017-01-01

BACKGROUND: National health care policy recommends that patients and families be actively involved in discharge planning. Although children with medical complexity (CMC) account for more than half of pediatric readmissions, scalable, family-centered methods to effectively engage families of CMC in discharge planning are lacking. We aimed to systematically examine the scope of preferences, priorities, and goals of parents of CMC regarding planning for hospital-to-home transitions and to ascertain health care providers’ perceptions of families’ transitional care goals and needs. METHODS: We conducted semistructured interviews with parents and health care providers at a tertiary care hospital. Interviews were continued until thematic saturation was reached. Interviews were audio recorded, transcribed verbatim, and analyzed to identify emergent themes via a general inductive approach. RESULTS: Thirty-nine in-depth interviews were conducted, including 23 with family caregivers of CMC and 16 with health care providers. Families’ priorities, preferences, and goals for hospital-to-home transitions aligned with 7 domains: effective engagement with health care providers, respect for families’ discharge readiness, care coordination, timely and efficient discharge processes, pain and symptom control, self-efficacy to support recovery and ongoing child development, and normalization and routine. These domains also emerged in interviews with health care providers, although there were minor differences in themes discussed. CONCLUSIONS: Although CMC have diverse transitional care needs, their families’ priorities, preferences, and goals aligned with 7 domains that bridged their hospital admission with reestablishment of a home routine. This research provides essential foundational data to engage families in discharge planning, guiding the operationalization of national health policy recommendations. PMID:27940509

Consumers and Carers Versus Pharmacy Staff: Do Their Priorities for Australian Pharmacy Services Align?

PubMed

McMillan, Sara S; Kelly, Fiona; Sav, Adem; Kendall, Elizabeth; King, Michelle A; Whitty, Jennifer A; Wheeler, Amanda J

2015-10-01

Health professionals, including pharmacists, are encouraged to meet the needs of their consumers in an efficient and patient-centred manner. Yet, there is limited information as to what consumers with chronic conditions need from pharmacy as a healthcare destination or how well pharmacy staff understand these needs. The aim of this study was to identify service user priorities for ideal community pharmacy services for consumers with chronic conditions and their carers, and compare these priorities with what pharmacy staff think these groups want. The nominal group technique was undertaken with pharmacist, pharmacy support staff, consumer and carer groups in four Australian regions between December 2012 and April 2013. Participant ideas and priorities for ideal services or care were identified, and contextual insight was obtained by thematic analysis. Twenty-one nominal group sessions are accepted, including 15 consumer and carer, four pharmacist and two pharmacy support staff groups. Pharmacy staff views generally aligned with consumer priorities, such as access, affordability, patient-centred care and continuity and coordinated care, yet diverged with respect to consumer information or education on medication and services. Fundamentally, consumers and carers sought streamlined access to information and medication, in a coordinated, patient-centred approach. Alleviating financial burden was a key consumer priority, with a call for the continuation and extension of medication subsidies. Overall, pharmacy staff had a reasonable understanding of what consumers would prioritise, but further emphasis on the importance, delivery, or both, of consumer information is needed. Greater consideration is needed from policy makers regarding the financial barriers to accessing medication for consumers with chronic conditions.

From words to action: visibility of management in supporting interdisciplinary team working in an acute rehabilitative geriatric hospital.

PubMed

Buttigieg, Sandra C; Cassar, Vincent; Scully, Judy W

2013-01-01

The following case study aims to explore management's, health professionals' and patients' experiences on the extent to which there is visibility of management support in achieving effective interdisciplinary team working, which is explicitly declared in the mission statement of a 60-bed acute rehabilitative geriatric hospital in Malta. A total of 21 semi-structured interviews were conducted with the above-mentioned key stakeholders. Three main distinct yet interdependent themes emerged as a result of thematic analysis: "managing a team-friendly hospital", "interdisciplinary team components", and "interdisciplinary team processes". The findings show that visibility of management support and its alignment with the process and content levels of interdisciplinary teamwork are key to integrated care for acute rehabilitative geriatric patients. The emerging phenomena may not be reproducible in a different context; although many of the emerging themes could be comfortably matched with the existing literature. The implications are geared towards raising the consciousness and conscientiousness of good practice in interdisciplinary teamwork in hospitals, as well as in emphasizing organizational and management support as crucial factors for team-based organizations. Interdisciplinary teamwork in acute rehabilitative geriatrics provides optimal quality and integrated health care delivery with the aim that the older persons are successfully discharged back to the community. The authors draw on solid theoretical frameworks--the complexity theory, team effectiveness model and the social identity theory--to support their major finding, namely the alignment of organizational and management support with intra-team factors at the process and content level.

Aligning for Heroes: Partnership for Veteran Care in New Hampshire.

PubMed

Fasoli, DiJon R

2015-01-01

A growing number of veterans and service members ("veterans" refers to both veterans and eligible service members) are returning home and may be living with mental health conditions related to their military service. For a variety of reasons, the majority of US veterans receive their health care outside the Veterans Administration or the military health system. Nurse leaders and citizen-soldiers were among a number of concerned government officials, health care professionals, service providers, and military leaders in New Hampshire (NH) who joined forces to explore NH veterans' mental health needs and manage provider service capacity. This article describes the formation and efforts of a permanent legislative commission, the NH Commission on PTSD and TBI (COPT), composed of interdisciplinary, multiorganizational, and cross-governmental leaders aligned to address the issues of stigma, military cultural awareness, and integration of care. Commission participants were asked to share their perspectives on the gaps and challenges to veterans' care, opportunities for collaboration, and measurable outcomes. Key challenges included interagency communication and care integration issues, veteran and provider knowledge gaps about needs and system problems. Favorable timing, available funding, and the collaborative environment of the commission were identified as potential opportunities. While still a work in progress, the COPT has begun making an impact. We identify early outcomes and lessons learned. The COPT is a model for leveraging interdisciplinary professional collaboration to improve access to care for veterans.

Embedding Sustainability Instruction across Content Areas: best Classroom Practices from Informal Environmental Education

NASA Astrophysics Data System (ADS)

Clary, R. M.; Walker, R. M.; Wissehr, C.

2017-12-01

Environmental education (EE) facilitates students' scientific and environmental literacy, and addresses content areas including sustainability, ecology, and civic responsibility. However, U.S. science content compartmentalization and EE's interdisciplinary nature historically made it a fragmented curriculum within U.S. schools. To gain a better understanding of effective EE instruction that can be transferred to traditional K-12 classrooms, we researched the interactions between a recognized environmental residential camp and students and teachers from six participating schools using grounded theory methodology. Our research identified the residential learning center's objectives, methods of instruction, and objectives' alignment to the delivered curricula. Data generated included lesson plans, survey responses, and interviews. Students (n = 215) identified wilderness and geology activities as the activities they wanted to experience more; they also identified developing curiosity and a sense of discovery as the most meaningful. Whereas most student-identified meaningful experiences aligned with the center's curricular objectives within the optional units, categories emerged that were not explicitly targeted in the unit activities but were embedded throughout the curriculum in sustainable practices, data collection, and reflections. We propose that embedded activities and implicit instruction can be included across content areas within K-12 classrooms. Teacher modeling and implicit instruction will require minimal classroom time, and facilitate students' scientific and environmental literacy in topics such as sustainability and citizen responsibility.

Thematic relatedness production norms for 100 object concepts.

PubMed

Jouravlev, Olessia; McRae, Ken

2016-12-01

Knowledge of thematic relations is an area of increased interest in semantic memory research because it is crucial to many cognitive processes. One methodological issue that researchers face is how to identify pairs of thematically related concepts that are well-established in semantic memory for most people. In this article, we review existing methods of assessing thematic relatedness and provide thematic relatedness production norming data for 100 object concepts. In addition, 1,174 related concept pairs obtained from the production norms were classified as reflecting one of the five subtypes of relations: attributive, argument, coordinate, locative, and temporal. The database and methodology will be useful for researchers interested in the effects of thematic knowledge on language processing, analogical reasoning, similarity judgments, and memory. These data will also benefit researchers interested in investigating potential processing differences among the five types of semantic relations.

NS001MS - Landsat-D thematic mapper band aircraft scanner

NASA Technical Reports Server (NTRS)

Richard, R. R.; Merkel, R. F.; Meeks, G. R.

1978-01-01

The thematic mapper is a multispectral scanner which will be launched aboard Landsat-D in the early 1980s. Compared with previous Landsat scanners, this instrument will have an improved spatial resolution (30 m) and new spectral bands. Designated NS001MS, the scanner is designed to duplicate the thematic mapper spectral bands plus two additional bands (1.0 to 1.3 microns and 2.08 to 2.35 microns) in an aircraft scanner for evaluation and investigation prior to design and launch of the final thematic mapper. Applicable specifications used in defining the thematic mapper were retained in the NS001MS design, primarily with respect to spectral bandwidths, noise equivalent reflectance, and noise equivalent difference temperature. The technical design and operational characteristics of the multispectral scanner (with thematic mapper bands) are discussed.

Damage to temporo-parietal cortex decreases incidental activation of thematic relations during spoken word comprehension

PubMed Central

Mirman, Daniel; Graziano, Kristen M.

2012-01-01

Both taxonomic and thematic semantic relations have been studied extensively in behavioral studies and there is an emerging consensus that the anterior temporal lobe plays a particularly important role in the representation and processing of taxonomic relations, but the neural basis of thematic semantics is less clear. We used eye tracking to examine incidental activation of taxonomic and thematic relations during spoken word comprehension in participants with aphasia. Three groups of participants were tested: neurologically intact control participants (N=14), individuals with aphasia resulting from lesions in left hemisphere BA 39 and surrounding temporo-parietal cortex regions (N=7), and individuals with the same degree of aphasia severity and semantic impairment and anterior left hemisphere lesions (primarily inferior frontal gyrus and anterior temporal lobe) that spared BA 39 (N=6). The posterior lesion group showed reduced and delayed activation of thematic relations, but not taxonomic relations. In contrast, the anterior lesion group exhibited longer-lasting activation of taxonomic relations and did not differ from control participants in terms of activation of thematic relations. These results suggest that taxonomic and thematic semantic knowledge are functionally and neuroanatomically distinct, with the temporo-parietal cortex playing a particularly important role in thematic semantics. PMID:22571932

Strengthening monitoring and evaluation (M&E) and building sustainable health information systems in resource limited countries: lessons learned from an M&E task-shifting initiative in Botswana.

PubMed

Mpofu, Mulamuli; Semo, Bazghina-Werq; Grignon, Jessica; Lebelonyane, Refeletswe; Ludick, Steven; Matshediso, Ellah; Sento, Baraedi; Ledikwe, Jenny H

2014-10-03

The demand for quality data and the interest in health information systems has increased due to the need for country-level progress reporting towards attainment of the United Nations Millennium Development Goals and global health initiatives. To improve monitoring and evaluation (M&E) of health programs in Botswana, 51 recent university graduates with no experience in M&E were recruited and provided with on-the-job training and mentoring to develop a new cadre of health worker: the district M&E officer. Three years after establishment of the cadre, an assessment was conducted to document achievements and lessons learnt. This qualitative assessment included in-depth interviews at the national level (n = 12) with officers from government institutions, donor agencies, and technical organizations; and six focus group discussions separately with district M&E officers, district managers, and program officers coordinating different district health programs. Reported achievements of the cadre included improved health worker capacity to monitor and evaluate programs within the districts; improved data quality, management, and reporting; increased use of health data for disease surveillance, operational research, and planning purposes; and increased availability of time for nurses and other health workers to concentrate on core clinical duties. Lessons learnt from the assessment included: the importance of clarifying roles for newly established cadres, aligning resources and equipment to expectations, importance of stakeholder collaboration in implementation of sustainable programs, and ensuring retention of new cadres. The development of a dedicated M&E cadre at the district level contributed positively to health information systems in Botswana by helping build M&E capacity and improving data quality, management, and data use. This assessment has shown that such cadres can be developed sustainably if the initiative is country-led, focusing on recruitment and capacity-development of local counterparts, with a clear government retention plan.

Applying the Innov8 approach for reviewing national health programmes to leave no one behind: lessons learnt from Indonesia

PubMed Central

Saint, Victoria; Floranita, Rustini; Koemara Sakti, Gita Maya; Pambudi, Imran; Hermawan, Lukas; Villar, Eugenio; Magar, Veronica

2018-01-01

ABSTRACT The World Health Organization’s Innov8 Approach for Reviewing National Health Programmes to Leave No One Behind is an eight-step process that supports the operationalization of the Sustainable Development Goals’ commitment to ‘leave no one behind’. In 2014–2015, Innov8 was adapted and applied in Indonesia to review how the national neonatal and maternal health action plans could become more equity-oriented, rights-based and gender-responsive, and better address critical social determinants of health. The process was led by the Indonesian Ministry of Health, with the support of WHO. It involved a wide range of actors and aligned with/fed into the drafting of the maternal newborn health action plan and the implementation planning of the newborn action plan. Key activities included a sensitization meeting, diagnostic checklist, review workshop and in-country work by the review teams. This ‘methods forum’ article describes this adaptation and application process, the outcomes and lessons learnt. In conjunction with other sources, Innov8 findings and recommendations informed national and sub-national maternal and neonatal action plans and programming to strengthen a ‘leave no one behind’ approach. As follow-up during 2015–2017, components of the Innov8 methodology were integrated into district-level planning processes for maternal and newborn health, and Innov8 helped generate demand for health inequality monitoring and its use in planning. In Indonesia, Innov8 enhanced national capacity for equity-oriented, rights-based and gender-responsive approaches and addressing critical social determinants of health. Adaptation for the national planning context (e.g. decentralized structure) and linking with health inequality monitoring capacity building were important lessons learnt. The pilot of Innov8 in Indonesia suggests that this approach can help operationalize the SDGs’ commitment to leave no one behind, in particular in relation to influencing programming and monitoring and evaluation. PMID:29569529

Applying the Innov8 approach for reviewing national health programmes to leave no one behind: lessons learnt from Indonesia.

PubMed

Koller, Theadora Swift; Saint, Victoria; Floranita, Rustini; Koemara Sakti, Gita Maya; Pambudi, Imran; Hermawan, Lukas; Briot, Benedicte; Frenz, Patricia; Solar, Orielle; Campos, Pilar; Villar, Eugenio; Magar, Veronica

The World Health Organization's Innov8 Approach for Reviewing National Health Programmes to Leave No One Behind is an eight-step process that supports the operationalization of the Sustainable Development Goals' commitment to 'leave no one behind'. In 2014-2015, Innov8 was adapted and applied in Indonesia to review how the national neonatal and maternal health action plans could become more equity-oriented, rights-based and gender-responsive, and better address critical social determinants of health. The process was led by the Indonesian Ministry of Health, with the support of WHO. It involved a wide range of actors and aligned with/fed into the drafting of the maternal newborn health action plan and the implementation planning of the newborn action plan. Key activities included a sensitization meeting, diagnostic checklist, review workshop and in-country work by the review teams. This 'methods forum' article describes this adaptation and application process, the outcomes and lessons learnt. In conjunction with other sources, Innov8 findings and recommendations informed national and sub-national maternal and neonatal action plans and programming to strengthen a 'leave no one behind' approach. As follow-up during 2015-2017, components of the Innov8 methodology were integrated into district-level planning processes for maternal and newborn health, and Innov8 helped generate demand for health inequality monitoring and its use in planning. In Indonesia, Innov8 enhanced national capacity for equity-oriented, rights-based and gender-responsive approaches and addressing critical social determinants of health. Adaptation for the national planning context (e.g. decentralized structure) and linking with health inequality monitoring capacity building were important lessons learnt. The pilot of Innov8 in Indonesia suggests that this approach can help operationalize the SDGs' commitment to leave no one behind, in particular in relation to influencing programming and monitoring and evaluation.

Using partnerships with scientists to enhance teacher capacity to address the NGSS

NASA Astrophysics Data System (ADS)

Pavelsky, T.; Haine, D. B.; Drostin, M.

2013-12-01

Increasingly, scientists are seeking outreach experts to assist with the education and outreach components of their research grants. These experts have the skills and expertise to assist with translating scientific research into lessons and activities that are aligned to the Next Generation Science Standards (NGSS) as well as state standards, are STEM-focused and that address the realities of the K-12 science classroom. Since 2007, the Institute for the Environment (IE) at the University of North Carolina at Chapel Hill has been conducting teacher professional development and high school student science enrichment programs to promote climate literacy. Partnering with scientists to deepen content knowledge and promote engagement with technology and real data has been a successful strategy for cultivating increased climate literacy among teachers and students. In this session, we will share strategies for effectively engaging scientists in K-12 educational activities by providing specific examples of the various ways in which scientists can be integrated into programming and their research translated into relevant classroom activities. Engaging scientists and translating their research into classroom activities is an approach that becomes even more relevant with the advent of the NGSS. The NGSS's Disciplinary Core Ideas (DCIs) that encompass climate literacy can be addressed by partnering with scientists to provide teachers with current content knowledge and technological tools needed to promote integration of relevant science and engineering practices and cross-cutting themes. Here we highlight a successful partnership in which IE science educators collaborated with with a faculty member to develop a lesson for North Carolina teachers introducing them to new research on satellite remote sensing of the water cycle, while also promoting student engagement with local data. The resulting lesson was featured during a two-day, IE-led teacher workshop for 21 North Carolina high school teachers in July 2013 titled, 'Observing regional and global water resources: Using remote sensing and field data to better understand the hydrologic cycle.'

A Model Aerospace Aviation Curriculum: August Martin High School

DOT National Transportation Integrated Search

1991-01-01

The objectives of this publication are to: (A) Develop educators' awareness of the thematic approach to aviation education; (B) Provide guidance for the planning of a thematic aviation education program; (C) Provide an example of a thematic aviation ...

An analytical perspective of Global health initiatives in Tanzania and Zambia.

PubMed

Mwisongo, Aziza; Soumare, Alice Ntamwishimiro; Nabyonga-Orem, Juliet

2016-07-18

A number of Global health initiatives (GHIs) have been created to support low and middle income countries. Their support has been of different forms. The African Region has benefitted immensely from GHIs and continues to register an increase in health partnerships and initiatives. However, information on the functioning and operationalisation of GHIs in the countries is limited. This study involved two country case studies, one in Tanzania and the other one in Zambia. Data were collected using a semi-structured questionnaire. The aims were to understand and profile the GHIs supporting health development and to assess their governance and alignment with country priorities, harmonisation and alignment of their interventions and efforts, and contribution towards health systems strengthening. The respondents included senior officers from health stakeholder agencies at the national and sub-national levels. The qualitative data were analysed using thematic content analysis in MAXQDA software. Health systems in both Tanzania and Zambia are decentralised. They have benefitted from GHI support in fighting the common health problems of HIV/AIDS, tuberculosis, malaria and vaccine-preventable diseases. In both countries, no GHI adequately made use of the existing Sector-wide Approach (SWAp) mechanisms but they largely operate through their unique structures and committees. GHI efforts to improve general health governance have not been matched with similar efforts from the countries. Their support to health system strengthening has not been comprehensive but has involved the selection of a few areas some of which were disease-focused. On the positive side, however, in both Tanzania and Zambia improved alignment with the countries' priorities is noted in that most of the proposals submitted to the GHIs refer to the priorities, objectives and strategies in the national health development plans and, GHIs depend on the national health information systems. GHIs are important funders of health in low and middle income countries. However, there is a need for the countries to take a proactive role in improving the governance, coordination and planning of the GHIs that they benefit from. This will also maximise the return on investment for the GHIs.

Identifying mechanisms for facilitating knowledge to action strategies targeting the built environment.

PubMed

Fazli, Ghazal S; Creatore, Maria I; Matheson, Flora I; Guilcher, Sara; Kaufman-Shriqui, Vered; Manson, Heather; Johns, Ashley; Booth, Gillian L

2017-01-03

In recent years, obesity-related diseases have been on the rise globally resulting in major challenges for health systems and society as a whole. Emerging research in population health suggests that interventions targeting the built environment may help reduce the burden of obesity and type 2 diabetes. However, translation of the evidence on the built environment into effective policy and planning changes requires engagement and collaboration between multiple sectors and government agencies for designing neighborhoods that are more conducive to healthy and active living. In this study, we identified knowledge gaps and other barriers to evidence-based decision-making and policy development related to the built environment; as well as the infrastructure, processes, and mechanisms needed to drive policy changes in this area. We conducted a qualitative thematic analysis of data collected through consultations with a broad group of stakeholders (N = 42) from Southern Ontario, Canada, within various sectors (public health, urban planning, and transportation) and levels of government (federal, provincial, and municipalities). Relevant themes were classified based on the specific phase of the knowledge-to-action cycle (research, translation, and implementation) in which they were most closely aligned. We identified 5 themes including: 1) the need for policy-informed and actionable research (e.g. health economic analyses and policy evaluations); 2) impactful messaging that targets all relevant sectors to create the political will necessary to drive policy change; 3) common measures and tools to increase capacity for monitoring and surveillance of built environment changes; (4) intersectoral collaboration and alignment within and between levels of government to enable collective actions and provide mechanisms for sharing of resources and expertise, (5) aligning public and private sector priorities to generate public demand and support for community action; and, (6) solution-focused implementation of research that will be tailored to meet the needs of policymakers and planners. Additional research priorities and key policy and planning actions were also noted. Our research highlights the necessity of involving stakeholders in identifying inter-sectoral solutions to develop and translate actionable research on the built environment into effective policy and planning initiatives.

The contribution of the Geohazards Exploitation Platform for the GEO Supersites community

NASA Astrophysics Data System (ADS)

Manunta, Michele; Caumont, Hervé; Mora, Oscar; Casu, Francesco; Zinno, Ivana; De Luca, Claudio; Pepe, Susi; Pepe, Antonio; Brito, Fabrice; Romero, Laia; Stumpf, Andre; Malet, Jean-Philippe; Brcic, Ramon; Rodriguez Gonzalez, Fernando; Musacchio, Massimo; Buongiorno, Fabrizia; Briole, Pierre

2016-04-01

The European Space Agency (ESA) initiative for the creation of an ecosystem of Thematic Exploitation Platforms (TEP) focuses on the capitalization of Ground Segment capabilities and ICT technologies to maximize the exploitation of EO data from past and future missions. A TEP refers to a computing platform that complies to a set of exploitation scenarios involving scientific users, data providers and ICT providers, aggregated around an Earth Science thematic area. The Exploitation Platforms are targeted to cover different capacities and they define, implement and validate a platform for effective data exploitation of EO data sources in a given thematic area. In this framework, the Geohazards Thematic Exploitation Platform or Geohazards TEP (GEP) aims at providing on-demand processing services for specific user needs as well as systematic processing services to address the need of the geohazards community for common information layers and, finally, to integrate newly developed processors for scientists and other expert users. The GEP has now on-boarded over 40 European early adopters and will transition during 2016 to pre-operations by developing six new Pilot applications that will significantly augment the Platform's capabilities for systematic production and community building. Each project on the Platform is concerned with either integrating an application, running on demand processing using an application available in the platform or systematically generating a new product collection. The platform will also expand its user base in 2016, to gradually reach a total of about 65 individual users. Under a Consortium lead by Terradue Srl, six new pilot projects have been taken on board: photogrammetric processing using optical EO data with University of Strasbourg (FR), optical based processing method for volcanic hazard monitoring with INGV (IT), systematic generation of deformation time-series with Sentinel-1 data with CNR IREA (IT), systematic processing of Sentinel-1 interferometric imagery with DLR (DE), precise terrain motion mapping with SPN Persistent Scatterers Interferometric chain of Altamira Information (ES) and a campaign to test and exploit GEP applications with the Corinth Rift Laboratory in which Greek and French experts of seismic hazards are engaged. The consortium is in charge of the resources and services management under a sustainable and fair governance model to ensure alignment of the Platform with user community needs, broad collaboration with main data and service providers in the domain, and excellence among user initiatives willing to contribute. In this work we show how the GEO Geohazards Supersites community can fully benefit from availability of an advanced IT infrastructure, where satellite and in-situ data, processing tools and web-based visualization instruments are at the disposal of users to address scientific questions. In particular, we focus on the contributions provided by GEP for the management of EO data, for the implementation of a European e-infrastructure, and for the monitoring and modelling of ground deformations and seismic activity.

CDC Support for Global Public Health Emergency Management.

PubMed

Brencic, Daniel J; Pinto, Meredith; Gill, Adrienne; Kinzer, Michael H; Hernandez, Luis; Pasi, Omer G

2017-12-01

Recent pandemics and rapidly spreading outbreaks of infectious diseases have illustrated the interconnectedness of the world and the importance of improving the international community's ability to effectively respond. The Centers for Disease Control and Prevention (CDC), building on a strong foundation of lessons learned through previous emergencies, international recognition, and human and technical expertise, has aspired to support nations around the world to strengthen their public health emergency management (PHEM) capacity. PHEM principles streamline coordination and collaboration in responding to infectious disease outbreaks, which align with the core capacities outlined in the International Health Regulations 2005. CDC supports PHEM by providing in-country technical assistance, aiding the development of plans and procedures, and providing fellowship opportunities for public health emergency managers. To this end, CDC partners with US agencies, international partners, and multilateral organizations to support nations around the world to reduce illness and death from outbreaks of infectious diseases.

National Quality Measures for Child Mental Health Care: Background, Progress, and Next Steps

PubMed Central

Murphy, J. Michael; Scholle, Sarah Hudson; Hoagwood, Kimberly Eaton; Sachdeva, Ramesh C.; Mangione-Smith, Rita; Woods, Donna; Kamin, Hayley S.; Jellinek, Michael

2013-01-01

OBJECTIVE: To review recent health policies related to measuring child health care quality, the selection processes of national child health quality measures, the nationally recommended quality measures for child mental health care and their evidence strength, the progress made toward developing new measures, and early lessons learned from these national efforts. METHODS: Methods used included description of the selection process of child health care quality measures from 2 independent national initiatives, the recommended quality measures for child mental health care, and the strength of scientific evidence supporting them. RESULTS: Of the child health quality measures recommended or endorsed during these national initiatives, only 9 unique measures were related to child mental health. CONCLUSIONS: The development of new child mental health quality measures poses methodologic challenges that will require a paradigm shift to align research with its accelerated pace. PMID:23457148

Imaging Techniques for Dense 3D reconstruction of Swimming Aquatic Life using Multi-view Stereo

NASA Astrophysics Data System (ADS)

Daily, David; Kiser, Jillian; McQueen, Sarah

2016-11-01

Understanding the movement characteristics of how various species of fish swim is an important step to uncovering how they propel themselves through the water. Previous methods have focused on profile capture methods or sparse 3D manual feature point tracking. This research uses an array of 30 cameras to automatically track hundreds of points on a fish as they swim in 3D using multi-view stereo. Blacktip sharks, sting rays, puffer fish, turtles and more were imaged in collaboration with the National Aquarium in Baltimore, Maryland using the multi-view stereo technique. The processes for data collection, camera synchronization, feature point extraction, 3D reconstruction, 3D alignment, biological considerations, and lessons learned will be presented. Preliminary results of the 3D reconstructions will be shown and future research into mathematically characterizing various bio-locomotive maneuvers will be discussed.

From the galleries to the clinic: applying art museum lessons to patient care.

PubMed

Miller, Alexa; Grohe, Michelle; Khoshbin, Shahram; Katz, Joel T

2013-12-01

Increasingly, medical educators integrate art-viewing into curricular interventions that teach clinical observation-often with local art museum educators. How can cross-disciplinary collaborators explicitly connect the skills learned in the art museum with those used at the bedside? One approach is for educators to align their pedagogical approach using similar teaching methods in the separate contexts of the galleries and the clinic. We describe two linked pedagogical exercises--Visual Thinking Strategies (VTS) in the museum galleries and observation at the bedside--from "Training the Eye: Improving the Art of Physical Diagnosis," an elective museum-based course at Harvard Medical School. It is our opinion that while strategic interactions with the visual arts can improve skills, it is essential for students to apply them in a clinical context with faculty support-requiring educators across disciplines to learn from one another.

Call to modernization: distributed interactive simulation (DIS)-an answer

NASA Astrophysics Data System (ADS)

Tarr, Ronald W.

1995-04-01

The recent profound change in the geo-political alignment of nations, fall of Soviet Communism, economic reform at home, lessons learned from Operation DESERT STORM, and increased reliance on the military to execute Operations Other Than War (OOTW), has resulted in a Modernization renaissance throughout the Department of the Defense. Focused by a diminished strategic threat and reduced budget, the Army must tackle the challenge of realism and accurate Comand and Control capabilities across the entire spectrum of the Synthetic Environment. To accomplish this, as the DoD lead for DIS, it has formulated many new modernization strategies during the last three years to ensure its premier status as the world's Dominant Landforce into the 21s1 Century. Responding to the National Military Strategy, the Army has established five modernization objectives that are necessary to ensure future sustainment of the warfighting force over the next decade.

Evaluation of corn/soybeans separability using Thematic Mapper and Thematic Mapper Simulator data

NASA Technical Reports Server (NTRS)

Pitts, D. E.; Badhwar, G. D.; Thompson, D. R.; Henderson, K. E.; Shen, S. S.; Sorensen, C. T.; Carnes, J. G.

1984-01-01

Multitemporal Thematic Mapper, Thematic Mapper Simulator, and detailed ground truth data were collected for a 9- by 11-km sample segment in Webster County, IA, in the summer of 1982. Three dates were acquired each with Thematic Mapper Simulator (June 7, June 23, and July 31) and Thematic Mapper (August 2, September 3, and October 21). The Thematic Mapper Simulator data were converted to equivalent TM count values using TM and TMS calibration data and model based estimates of atmospheric effects. The July 31, TMS image was compared to the August 2, TM image to verify the conversion process. A quantitative measure of proportion estimation variance (Fisher information) was used to evaluate the corn/soybeans separability for each TM band as a function of time during the growing season. The additional bands in the middle infrared allowed corn and soybeans to be separated much earlier than was possible with the visible and near-infrared bands alone. Using the TM and TMS data, temporal profiles of the TM principal components were developed. The greenness and brightness exhibited behavior similar to MSS greenness and brightness for corn and soybeans.

IMPACTS OF PATCH SIZE AND LANDSCAPE HETEROGENEITY ON THEMATIC IMAGE CLASSIFICATION ACCURACY

EPA Science Inventory

Impacts of Patch Size and Landscape Heterogeneity on Thematic Image Classification Accuracy.
Currently, most thematic accuracy assessments of classified remotely sensed images oily account for errors between the various classes employed, at particular pixels of interest, thu...

A comparison of lineament and fracture trace extraction from LANDSAT ETM+ panchromatic band and panchromatic aerial photograph in Gunungsewu karst area, Java-Indonesia

NASA Astrophysics Data System (ADS)

Haryono, E.; Widartono, B. S.; Lukito, H.; Kusumayuda, S. B.

2016-11-01

This paper aims at exploring interpretability of the panchromatic band of Landsat Enhanced Thematic Mapper Plus (ETM+) compared to the panchromatic aerial photograph in lineament and fracture trace extraction. Special interest is addressed to karst terrain where lineaments and fracture traces are expressed by aligned valleys and closed depressions. The study area is an single aerial photographic coverage in the Gunungsewu Karst, Java-Indonesia which is characterized by a lineament-controlled cone karst and labyrinth-cone karst. The result shows that the recording time of the Landsat ETM+ with respect to the shadow resulting from the sun illumination angle is the key factor in the performance of lineament and fracture traces extraction. Directional filtering and slicing techniques significantly enhance the lineament interpretability of the panchromatic band of Landsat ETM+. The two methods result in more lineaments and fracture traces which T-test affirm in 0.001 and 0.004 significant levels. Length based lineament analysis attains a better result compared to frequency based analysis.

What Physical Health Means to Me: Perspectives of People with Mental Illness.

PubMed

Happell, Brenda; Ewart, Stephanie B; Platania-Phung, Chris; Bocking, Julia; Scholz, Brett; Stanton, Robert

2016-12-01

There are significant inequalities in physical health and life expectancy between people with and without a mental illness. Understanding perspectives of people with mental illness on personal meanings of physical health is essential to ensuring health services are aligned with consumer understandings, needs, and values. A qualitative exploratory study was undertaken involving focus groups with 31 consumers in The Australian Capital Territory, Australia. Participants were asked: "What does physical health mean to you?" Thematic analysis was applied to interview transcripts. Five themes are discussed, representing different emphases in the meaning of physical health: (1) physical and mental are interconnected, (2) absence of disease, (3) moving the body, (4) struggling for healthy diet, and (5) functioning and participation. Physical pain was a difficulty that arose across these themes. Mental health consumers see physical health as always connected with well-being. Nurses would benefit from been informed by consumer understandings of physical health. In addition, there should be more attention to quality of life measures of people with mental illness as these are more congruent with consumer perspectives on physical health than biomedical measures.

Effect of leaf variables on visible, near-infrared and mid-infrared reflectance of excised leaves

NASA Technical Reports Server (NTRS)

Bell, R.; Labovitz, M. L.; Ludwig, R. W.

1983-01-01

Effects of an imposed (excised) leaf orientation, differing species and differing venation patterns on reflectance measurements in the LANDSAT-4 thematic mapper (TM) channels TM3 (0.63 to 0.69 microns), TM4 (0.76 to 0.90 microns), and TM5 (1.55 to 1.75 microns) were investigated. Orientation of leaves (random vs. systematic placement) was found to affect measurements in the TM4 channel, but not the TM3 and TM5 measurements. Venation caused no significant changes for any band. Azimuth of incident radiation was not a significant main effect, but in conjunction with changes in orientation, angle did have a significant effect on reflectance values in TM3, TM4 and TM5. Specific differences were highly significant (P f or = 0.006) in all but one borderline (P F or = 0.0222) case for TM5. For spectral examination of excised leaves, the sampling arrangement of the leaves should as closely approximate in situ positioning as possible (with respect to remote sensing instrumentation). This dictates a random rather than aligned arrangement.

Men's business, women's work: gender influences and fathers' smoking.

PubMed

Bottorff, Joan L; Oliffe, John L; Kelly, Mary T; Greaves, Lorraine; Johnson, Joy L; Ponic, Pamela; Chan, Anna

2010-05-01

To further understand men's continued smoking during their partner's pregnancy and the postpartum period, a study was undertaken to explore women's perspectives of men's smoking. Using a gender lens, a thematic analysis of transcribed interviews with 27 women was completed. Women's constructions of men's smoking and linkages to masculine and feminine ideals are described. The findings highlight the ways women position themselves both as defenders and regulators of men's smoking. Femininities that aligned women with hegemonic masculine principles underpinned their roles in relation to men's smoking and presented challenges in influencing their partner's tobacco reduction. By positioning the decision to quit smoking as a man's solitary pursuit, women reduced potential relationship conflict and managed to maintain their identity as a supportive partner. Insights from this study provide direction for developing gender-specific tobacco reduction initiatives targeting expectant and new fathers. Indeed, a lack of intervention aimed at encouraging men's tobacco reduction has the potential to increase relationship tensions, and inadvertently maintain pressure on women to regulate fathers' smoking. This study illustrates how gender-based analyses can provide new directions for men's health promotion programmes and policies.

Implementing a Narrative Medicine Curriculum During the Internship Year: An Internal Medicine Residency Program Experience.

PubMed

Wesley, Tiffany; Hamer, Diana; Karam, George

2018-04-18

Narrative medicine develops professional and communication skills that align with Accreditation Council for Graduate Medical Education competencies. However, little is known about a narrative medicine curriculum's impact on physicians in training during residency. Implementing a narrative medicine curriculum during residency can be challenging because of time constraints and limited opportunity for nonclinical education. Six sessions were implemented throughout one academic year to expose first-year internal medicine residents (interns) to narrative medicine. Attendance and participation were documented. At the end of the year, interns completed an open-ended survey to gauge their perception of their experience with the sessions. In total, 17 interns attended at least 1 narrative medicine session, and each session averaged 5.4 attendees. Thirteen eligible interns completed the survey. Thematic analysis identified 3 predominant themes: Mindfulness, physician well-being, and professionalism. Overall, the narrative medicine sessions were well attended and the curriculum was well received. This intervention demonstrates the value of a narrative medicine curriculum during medical resident training. Large prospective studies are necessary to identify the long-term benefits of such a curriculum.

MAPPING SPATIAL ACCURACY AND ESTIMATING LANDSCAPE INDICATORS FROM THEMATIC LAND COVER MAPS USING FUZZY SET THEORY

EPA Science Inventory

The accuracy of thematic map products is not spatially homogenous, but instead variable across most landscapes. Properly analyzing and representing the spatial distribution (pattern) of thematic map accuracy would provide valuable user information for assessing appropriate applic...

Thematic Relations Affect Similarity via Commonalities

ERIC Educational Resources Information Center

Golonka, Sabrina; Estes, Zachary

2009-01-01

Thematic relations are an important source of perceived similarity. For instance, the "rowing" theme of boats and oars increases their perceived similarity. The mechanism of this effect, however, has not been specified previously. The authors investigated whether thematic relations affect similarity by increasing commonalities or by…

Neuroanatomical dissociation for taxonomic and thematic knowledge in the human brain

PubMed Central

Schwartz, Myrna F.; Kimberg, Daniel Y.; Walker, Grant M.; Brecher, Adelyn; Faseyitan, Olufunsho K.; Dell, Gary S.; Mirman, Daniel; Coslett, H. Branch

2011-01-01

It is thought that semantic memory represents taxonomic information differently from thematic information. This study investigated the neural basis for the taxonomic-thematic distinction in a unique way. We gathered picture-naming errors from 86 individuals with poststroke language impairment (aphasia). Error rates were determined separately for taxonomic errors (“pear” in response to apple) and thematic errors (“worm” in response to apple), and their shared variance was regressed out of each measure. With the segmented lesions normalized to a common template, we carried out voxel-based lesion-symptom mapping on each error type separately. We found that taxonomic errors localized to the left anterior temporal lobe and thematic errors localized to the left temporoparietal junction. This is an indication that the contribution of these regions to semantic memory cleaves along taxonomic-thematic lines. Our findings show that a distinction long recognized in the psychological sciences is grounded in the structure and function of the human brain. PMID:21540329

Simulation of Thematic Mapper performance as a function of sensor scanning parameters

NASA Technical Reports Server (NTRS)

Johnson, R. H.; Shah, N. J.; Schmidt, N. F.

1975-01-01

The investigation and results of the Thematic Mapper Instrument Performance Study are described. The Thematic Mapper is the advanced multispectral scanner initially planned for the Earth Observation Satellite and now planned for LANDSAT D. The use of existing digital airborne scanner data obtained with the Modular Multispectral Scanner (M2S) at Bendix provided an opportunity to simulate the effects of variation of design parameters of the Thematic Mapper. Analysis and processing of this data on the Bendix Multispectral Data Analysis System were used to empirically determine categorization performance on data generated with variations of the sampling period and scan overlap parameters of the Thematic Mapper. The Bendix M2S data, with a 2.5 milliradian instantaneous field of view and a spatial resolution (pixel size) of 10-m from 13,000 ft altitude, allowed a direct simulation of Thematic Mapper data with a 30-m resolution. The flight data chosen were obtained on 30 June 1973 over agricultural test sites in Indiana.

Early lessons and challenges from the healthy Mendocino community of solution.

PubMed

Baird Kanaan, Susan

2013-01-01

Northern California's Mendocino County is joining the national movement to upgrade the quantity and quality of local data available for assessing and improving local health. A broad-based coalition in the county has successfully engaged 20 community partners in funding a web-based tool for this purpose. HealthyMendocino.org, launched in January 2013, is designed to support setting local priorities, planning and evaluating the program, and building community by giving easy access to timely data on 90 indicators of local health and its determinants compiled from a range of state and federal sources. This article, written before the site's launch by the Chair of the Healthy Mendocino Steering Committee, describes the community of solution that came together to envision, publicize, raise support for, and bring to fruition this new resource. Mendocino is a rural county with limited financial capacity but rich social assets, including a strong collaborative tradition and an infrastructure of dynamic coalitions. This article outlines the anticipated benefits, early lessons, and challenges of the initiative and explains how the organizers leveraged connections with other communities of solution that already are working to improve the quality of life in the area. The article also notes ways in which this local initiative illustrates and aligns with several of the grand challenges outlined in the modern Folsom Report-specifically, challenges 7, 8, 11, 12, and above all 13, which concerns the use of health information technology to enable the flow of knowledge to the community of solution.

Administrative health data in Canada: lessons from history.

PubMed

Lucyk, Kelsey; Lu, Mingshan; Sajobi, Tolulope; Quan, Hude

2015-08-19

Health decision-making requires evidence from high-quality data. As one example, the Discharge Abstract Database (DAD) compiles data from the majority of Canadian hospitals to form one of the most comprehensive and highly regarded administrative health databases available for health research, internationally. However, despite the success of this and other administrative health data resources, little is known about their history or the factors that have led to their success. The purpose of this paper is to provide an historical overview of Canadian administrative health data for health research to contribute to the institutional memory of this field. We conducted a qualitative content analysis of approximately 20 key sources to construct an historical narrative of administrative health data in Canada. Specifically, we searched for content related to key events, individuals, challenges, and successes in this field over time. In Canada, administrative health data for health research has developed in tangent with provincial research centres. Interestingly, the lessons learned from this history align with the original recommendations of the 1964 Royal Commission on Health Services: (1) standardization, and (2) centralization of data resources, that is (3) facilitated through governmental financial support. The overview history provided here illustrates the need for longstanding partnerships between government and academia, for classification, terminology and standardization are time-consuming and ever-evolving processes. This paper will be of interest to those who work with administrative health data, and also for countries that are looking to build or improve upon their use of administrative health data for decision-making.

Learning about systems-based practice in the informal curriculum: a case study in an academic pediatric continuity clinic.

PubMed

Balmer, Dorene; Ruzek, Sheryl; Ludwig, Stephen; Giardino, Angelo P

2007-01-01

Pediatric residents learn about systems-based practice (SBP) explicitly in the formal curriculum and implicitly in the informal curriculum as they engage in practice alongside physician faculty. Recent studies describe innovative ways to address SBP in the formal curriculum for SBP, but the informal curriculum has not been explored. We examined what, and how, third-year pediatric residents learn about SBP in the informal curriculum at one continuity clinic, and to consider how this learning aligns with the formal curriculum. A case study involving 10 third-year pediatric residents and 10 continuity preceptors was conducted at one continuity clinic, housed in a community-based, pediatric primary care center. Data were derived from 5 months (100 hours) of direct observation in the precepting room at the case clinic, semistructured interviews with residents (before and after observation) and with preceptors (after observation). Interview transcripts and notes from observation were inductively coded and analyzed for major themes. Two themes emerged in the informal curriculum. Residents perceived "our system," the academic health system in which they trained and practiced as separate and distinct from the "real system," the larger, societal context of health care. Residents also understood SBP as a commitment to helping individual patients and families navigate the complexities of "our system," dealing with issues that concerned them. Residents learn important lessons about SBP in the informal curriculum in continuity clinic. These lessons may reinforce some elements of the competency-based formal curriculum for SBP, but challenge others.

Automatic processing of semantic relations in fMRI: neural activation during semantic priming of taxonomic and thematic categories.

PubMed

Sachs, Olga; Weis, Susanne; Zellagui, Nadia; Huber, Walter; Zvyagintsev, Mikhail; Mathiak, Klaus; Kircher, Tilo

2008-07-07

Most current models of knowledge organization are based on hierarchical or taxonomic categories (animals, tools). Another important organizational pattern is thematic categorization, i.e. categories held together by external relations, a unifying scene or event (car and garage). The goal of this study was to compare the neural correlates of these categories under automatic processing conditions that minimize strategic influences. We used fMRI to examine neural correlates of semantic priming for category members with a short stimulus onset asynchrony (SOA) of 200 ms as subjects performed a lexical decision task. Four experimental conditions were compared: thematically related words (car-garage); taxonomically related (car-bus); unrelated (car-spoon); non-word trials (car-derf). We found faster reaction times for related than for unrelated prime-target pairs for both thematic and taxonomic categories. However, the size of the thematic priming effect was greater than that of the taxonomic. The imaging data showed signal changes for the taxonomic priming effects in the right precuneus, postcentral gyrus, middle frontal and superior frontal gyri and thematic priming effects in the right middle frontal gyrus and anterior cingulate. The contrast of neural priming effects showed larger signal changes in the right precuneus associated with the taxonomic but not with thematic priming response. We suggest that the greater involvement of precuneus in the processing of taxonomic relations indicates their reduced salience in the knowledge structure compared to more prominent thematic relations.

Performance-Shaping Factors Affecting Older Adults' Hospital-to-Home Transition Success: A Systems Approach.

PubMed

Werner, Nicole E; Tong, Michelle; Borkenhagen, Amy; Holden, Richard J

2018-01-03

Facilitating older adults' successful hospital-to-home transitions remains a persistent challenge. To address this challenge, we applied a systems lens to identify and understand the performance-shaping factors (PSFs) related older adults' hospital-to-home transition success. This study was a secondary analysis of semi-structured interviews from older adults (N = 31) recently discharged from a hospital and their informal caregivers (N = 13). We used a Human Factors Engineering approach to guide qualitative thematic analysis to develop four themes concerning the system conditions shaping hospital-to-home transition success. The four themes concerning PSFs were: (a) the hospital-to-home transition was a complex multiphase process-the process unfolded over several months and required substantial, persistent investment/effort; (b) there were unmet needs for specialized tools-information and resources provided at hospital discharge were not aligned with requirements for transition success; (c) alignment of self-care routines with transition needs-pre-hospitalization routines could be supportive/disruptive and could deteriorate/be re-established; and (d) changing levels of work demand and capacity during the transition-demand often exceeded capacity leading to work overload. Our findings highlight that the transition is not an episodic event, but rather a longitudinal process extending beyond the days just after hospital discharge. Transition interventions to improve older adults' hospital-to-home transitions need to account for this complex multiphase process. Future interventions must be developed to support older adults and informal caregivers in navigating the establishment and re-establishment of routines and managing work demands and capacity during the transition process. © The Author(s) 2018. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Strategies used by parents to influence their children's food preferences.

PubMed

Russell, Catherine G; Worsley, Anthony; Campbell, Karen J

2015-07-01

Food preferences are important determinants of children's food intakes. Parental feeding behaviours have a significant influence on the development of children's food preferences. The aim of the present study was to describe the ways in which parents attempt to influence their children's food preferences. Parents of 2-5 year old children participated in semi-structured qualitative interviews, which were transcribed and content analysed using a thematic coding manual. The parents described the ways in which they tried to influence the foods their child liked and disliked. Participants (N = 57) were separated into three separate groups based on an a priori study measuring food preferences and food neophobia: those who either had children with healthy food preferences (i.e. closely aligned with dietary guidelines) (N = 20), or unhealthy food preferences (i.e. not closely aligned with dietary guidelines) (N = 18), or high levels of food neophobia (N = 19). The parents used many, diverse behaviours to influence their child's food preferences. Some of these behaviours were likely to be effective in promoting healthy food preferences in children (e.g. parental modelling, food exposure), whilst others were likely to be ineffective (e.g. forcing consumption, restricting food access). Parents of children with healthy food preferences appeared to use more of the feeding behaviours predicted to promote healthy preferences than parents in the other two groups. Parents of children with unhealthy food preferences and those of food neophobic children appeared to rely more on ineffective behaviours. Parents used a mixture of effective and ineffective behaviours, with parents of children with unhealthy food preferences or high food neophobia using fewer behaviours known to be effective. Interventions aimed at influencing parental feeding behaviours should include those behaviours targeted at children's food preferences. Copyright © 2015 Elsevier Ltd. All rights reserved.

Prison health service directors' views on research priorities and organizational issues in conducting research in prison: outcomes of a national deliberative roundtable.

PubMed

Simpson, Paul Leslie; Guthrie, Jill; Butler, Tony

2017-06-12

Purpose Given that prisoners have significant health needs across most areas, the paucity of prisoner health research, and the difficulties involved in the conduct of research in this setting, there is a need to develop research priorities that align with key stakeholder groups. One such group are those responsible for health service provision in prisons - prison health service directors. The paper aims to discuss these issues. Design/methodology/approach Prison health service directors in each Australian state and territory were invited to participate in a national (deliberative) roundtable where the consensus building nominal group technique was utilized. This involved the identification of research priorities and organizational issues in conducting research with prisoners, and ranking research priorities. A thematic analysis was conducted on organizational issues. Findings In total, 13 participants attended the roundtable. Participants identified 28 research priorities and 12 organizational issues. Top ranked research priorities were mental health, cognitive and intellectual disability, post-release health maintenance, ageing prisoners, chronic health conditions and Aboriginal and Torres Strait Islander health. Themes identified from the organizational issues included prisoner access to research participation, health and research literacy of custodial staff, and institutional protectionism in response to research that may discover negative information about the custodial setting. Research limitations/implications These findings should inform future efforts to improve research infrastructures to undertake research to improve the health of people in Australian prisons, and help to align researchers' efforts with those of a key organizational stakeholder. Originality/value This is the first paper to determine the research priorities and organizational issues in conducting research in prisons of prison health service directors.

Role-play for medical students learning about communication: Guidelines for maximising benefits

PubMed Central

Nestel, Debra; Tierney, Tanya

2007-01-01

Background Role-play is widely used as an educational method for learning about communication in medical education. Although educational theory provides a sound rationale for using this form of simulation, there is little published evidence for its effectiveness. Students' prior experiences of role-play may influence the way in which they engage in this method. This paper explores students' experiences with the aim of producing guidelines for maximising the benefits of role-play within this learning context. Methods First-year undergraduate medical students participated in a role-play session as part of their communication programme. Before and after the session, students completed questionnaires. In the pre-session questionnaire, students were asked about their experiences of role-play and asked to identify helpful and unhelpful elements. Immediately after the session, students answered similar questions in relation to the role-play activity they had just completed. Descriptive statistics were used to analyse quantitative data and qualitative data was thematically analysed. Results 284 students completed evaluation forms. Although 63 (22.2%) had prior unhelpful experiences, most students (n = 274; 96.5%) found this experience helpful. Summary findings were that students reported the key aspects of helpful role-play were opportunities for observation, rehearsal and discussion, realistic roles and alignment of roles with other aspects of the curriculum. Unhelpful aspects were those that evoked strong negative emotional responses and factors that contributed to a lack of realism. Conclusion Role-play was valued by students in the acquisition of communication skills even though some had prior unhelpful experiences. Guidelines for effective role-play include adequate preparation, alignment of roles and tasks with level of practice, structured feedback guidelines and acknowledgment of the importance of social interactions for learning. PMID:17335561

Examining hospital pharmacists' goals for medication counseling within the communication accommodation theoretical framework.

PubMed

Chevalier, Bernadette A M; Watson, Bernadette M; Barras, Michael A; Cottrell, William Neil

2016-01-01

Medication counseling opportunities are key times for pharmacists to speak to patients about their medications and any changes made during their hospital stay. Communication Accommodation Theory (CAT) posits that an individual's goals drive their communication behavior. The way in which pharmacists communicate with patients may be determined by the goals they set for these medication counseling sessions. To examine hospital pharmacists' goals in patient medication counseling within the CAT framework. Hospital pharmacist focus groups were held in two teaching hospitals. Interested pharmacists attended a focus group designed to elicit their goals in patient medication counseling. Focus groups were audio recorded and transcribed verbatim. NVivo(®) software was used to assist in coding and organization. The codes were reviewed for reliability by pharmacists independent of the focus groups. An inductive thematic analysis was applied to the data. Six 1 h focus groups were conducted with a total of 24 pharmacists participating. Saturation of information was achieved after four focus groups. Greater than 80% consensus was achieved for reliability of the identified codes. Patient-centered themes constructed from these codes were to build rapport, to empower patients and to improve patients' experience, health and safety. Exemplars provided by pharmacists for the goals of building rapport and empowering patients were aligned with five CAT communication behaviors (approximation, interpretability, discourse management, emotional expression and interpersonal control). Patient-centered goals described by hospital pharmacists for medication counseling aligned well with CAT behaviors necessary for effective communication. Further research using the CAT framework to examine the effectiveness of hospital pharmacist-patient exchanges that include both participants' perspectives is required to better understand how well pharmacists communicate with patients. Copyright © 2015 Elsevier Inc. All rights reserved.

Role-play for medical students learning about communication: guidelines for maximising benefits.

PubMed

Nestel, Debra; Tierney, Tanya

2007-03-02

Role-play is widely used as an educational method for learning about communication in medical education. Although educational theory provides a sound rationale for using this form of simulation, there is little published evidence for its effectiveness. Students' prior experiences of role-play may influence the way in which they engage in this method. This paper explores students' experiences with the aim of producing guidelines for maximising the benefits of role-play within this learning context. First-year undergraduate medical students participated in a role-play session as part of their communication programme. Before and after the session, students completed questionnaires. In the pre-session questionnaire, students were asked about their experiences of role-play and asked to identify helpful and unhelpful elements. Immediately after the session, students answered similar questions in relation to the role-play activity they had just completed. Descriptive statistics were used to analyse quantitative data and qualitative data was thematically analysed. 284 students completed evaluation forms. Although 63 (22.2%) had prior unhelpful experiences, most students (n = 274; 96.5%) found this experience helpful. Summary findings were that students reported the key aspects of helpful role-play were opportunities for observation, rehearsal and discussion, realistic roles and alignment of roles with other aspects of the curriculum. Unhelpful aspects were those that evoked strong negative emotional responses and factors that contributed to a lack of realism. Role-play was valued by students in the acquisition of communication skills even though some had prior unhelpful experiences. Guidelines for effective role-play include adequate preparation, alignment of roles and tasks with level of practice, structured feedback guidelines and acknowledgment of the importance of social interactions for learning.

The Design of Tactile Thematic Symbols

ERIC Educational Resources Information Center

Lawrence, Megan M.; Lobben, Amy K.

2011-01-01

The study reported here investigated the design and legibility of tactile thematic maps, focusing on symbolization and the comprehension of spatial patterns on the maps. The results indicate that discriminable and effective tactile thematic maps can be produced using classed data with a microcapsule paper production method. The participants…

Lunar Reconnaissance Orbiter Lunar Workshops for Educators

NASA Astrophysics Data System (ADS)

Jones, A. P.; Hsu, B. C.; Hessen, K.; Bleacher, L.

2012-12-01

The Lunar Workshops for Educators (LWEs) are a series of weeklong professional development workshops, accompanied by quarterly follow-up sessions, designed to educate and inspire grade 6-12 science teachers, sponsored by the Lunar Reconnaissance Orbiter (LRO). Participants learn about lunar science and exploration, gain tools to help address common student misconceptions about the Moon, find out about the latest research results from LRO scientists, work with data from LRO and other lunar missions, and learn how to bring these data to their students using hands-on activities aligned with grade 6-12 National Science Education Standards and Benchmarks and through authentic research experiences. LWEs are held around the country, primarily in locations underserved with respect to NASA workshops. Where possible, workshops also include tours of science facilities or field trips intended to help participants better understand mission operations or geologic processes relevant to the Moon. Scientist and engineer involvement is a central tenant of the LWEs. LRO scientists and engineers, as well as scientists working on other lunar missions, present their research or activities to the workshop participants and answer questions about lunar science and exploration. This interaction with the scientists and engineers is consistently ranked by the LWE participants as one of the most interesting and inspiring components of the workshops. Evaluation results from the 2010 and 2011 workshops, as well as preliminary analysis of survey responses from 2012 participants, demonstrated an improved understanding of lunar science concepts among LWE participants in post-workshop assessments (as compared to identical pre-assessments) and a greater understanding of how to access and effectively share LRO data with students. Teachers reported increased confidence in helping students conduct research using lunar data, and learned about programs that would allow their students to make authentic contributions to lunar science. Participant feedback on workshop surveys was enthusiastically positive. 2012 was the third and final year for the LWEs in the current funding cycle. They will continue in a modified version at NASA Goddard Space Flight Center in Greenbelt, MD, where the LRO Project Office and Education and Public Outreach Team are based. We will present evaluation results from our external evaluator, and share lessons learned from this workshop series. The LWEs can serve as a model for others interested in incorporating scientist and engineer involvement, data from planetary missions, and data-based activities into a thematic professional development experience for science educators. For more information about the LWEs, please visit http://lunar.gsfc.nasa.gov/lwe/index.html.

Interplay of dust alignment, grain growth, and magnetic fields in polarization: lessons from the emission-to-extinction ratio

NASA Astrophysics Data System (ADS)

Fanciullo, L.; Guillet, V.; Boulanger, F.; Jones, A. P.

2017-06-01

Context. Polarized extinction and emission from dust in the interstellar medium (ISM) are hard to interpret, as their dependence on dust optical properties, grain alignment, and magnetic field orientation is complex. This is particularly true in molecular clouds. The aforementioned phenomena are usually considered independently in polarization studies, while it is likely that they all contribute and their effects have yet to be disentangled. Aims: The data available today are not yet used to their full potential. The combination of emission and extinction, in particular, provides information not available from either of them alone. We combine data from the scientific literature on polarized dust extinction with Planck data on polarized emission, and we use them to constrain the possible variations in dust and environmental conditions inside molecular clouds, and especially translucent lines of sight, taking the magnetic field orientation into account. Methods: We focused on the dependence between λmax (the wavelength of maximum polarization in extinction) and other observables such as the extinction polarization, the emission polarization, and the ratio between the two. We set out to reproduce these correlations using Monte Carlo simulations in which we varied the relevant quantities in a dust model, which are grain alignment, size distribution, and magnetic field orientation, to mimic the diverse conditions that are expected inside molecular clouds. Results: None of the quantities we chose can explain the observational data on their own: the best results are obtained when all quantities vary significantly across and within clouds. However, some of the data, most notably the stars with a low ratio of polarization in emission to polarization in extinction, are not reproduced by our simulation. Conclusions: Our results suggest not only that dust evolution is necessary to explain polarization in molecular clouds, but that a simple change in size distribution is not sufficient to explain the data. Our results also point the way for future and more sophisticated models.

Science Adventures with Children's Literature: A Thematic Approach.

ERIC Educational Resources Information Center

Fredericks, Anthony D.

This guide provides background information on the development and implementation of thematic units that focus on a hands-on approach, process orientation, integrated curriculum, cooperative learning, and critical thinking. Topics of the thematic units and mini-units include wild animals, dinosaurs, rainforests, the human body, earth science,…

Semantic and Thematic List Learning of Second Language Vocabulary

ERIC Educational Resources Information Center

Gholami, Javad; Khezrlou, Sima

2014-01-01

This article overviews research on second language vocabulary instruction with a specific focus on semantic and thematic vocabulary-clustering types. The theoretical benefits associated with both the semantic and thematic approaches, as well as the potential problems associated with them, are discussed. The conclusion drawn is that reinforcing the…

A Thematic Instruction Approach to Teaching Technology and Engineering

ERIC Educational Resources Information Center

Moyer, Courtney D.

2016-01-01

Thematic instruction offers flexible opportunities to engage students with real-world experiences in the technology and engineering community. Whether used in a broad unifying theme or specific project-based theme, research has proven that thematic instruction has the capacity to link cross-curricular subjects, facilitate active learning, and…

Individual Differences in the Perception of Similarity and Difference

ERIC Educational Resources Information Center

Simmons, Sabrina; Estes, Zachary

2008-01-01

Thematically related concepts like "coffee and milk" are judged to be more similar than thematically unrelated concepts like "coffee and lemonade". We investigated whether thematic relations exert a small effect that occurs consistently across participants (i.e., a generalized model), or a large effect that occurs inconsistently across…

Evaluation of spatial, radiometric and spectral Thematic Mapper performance for coastal studies

NASA Technical Reports Server (NTRS)

Klemas, V. (Principal Investigator)

1983-01-01

A series of experiments were initiated to determine the feasibility of using thematic mapper spectral data to estimate wetlands biomass. The experiments were conducted using hand-held radiometers simulating thematic mapper wavebands 3, 4 and 5. Spectral radiance data were collected from the ground and from a low altitude aircraft in an attempt to gain some insight into the potential utility of actual thematic mapper data for biomass estimation in wetland plant communities. In addition, radiative transfer models describing volume reflectance of eight water column containing submerged aquatic vegetation were refined.

Re-imagining malaria--a platform for reflections to widen horizons in malaria control.

PubMed

Hausmann-Muela, Susanna; Eckl, Julian

2015-04-24

Ongoing political-economic discussions that take stock of social and societal determinants of health present an opportunity for productive dialogue on why current approaches to malaria control and elimination need to be broadened, and how this may be accomplished. They invite us, for example, to look beyond malaria as a disease, to appreciate the experiences of malaria-afflicted populations, to transcend techno-centric approaches, to investigate social conflicts around malaria, to give voice to the communities engaged in bottom-up approaches, and to revisit lessons learned in the past. While contributions from all disciplines are invited to this discussion, social scientists are particularly encouraged to participate. They have struggled in the past to find an appropriate platform within the malaria community that provides them the opportunity to address researchers from other disciplines, malaria practitioners, and policy makers. The Malaria Journal's new thematic series on 're-imagining malaria' offers them this opportunity. The goal of the series is to encourage transdisciplinary thinking, to stimulate discussion, to promote constructive criticism, and to gather overlooked experiences that help to reflect on implicit assumptions. Overall it aims at widening horizons in malaria control.

Lessons from medical students' perceptions of learning reflective skills: a multi-institutional study.

PubMed

Vivekananda-Schmidt, Pirashanthie; Marshall, Michelle; Stark, Patsy; McKendree, Jean; Sandars, John; Smithson, Sarah

2011-01-01

A core competency during undergraduate medical training is the development of reflective learning. The current literature is limited to demonstrating how reflective learning has been implemented or the approaches to its development. There is a lack of insight into students' perceptions of reflection and the factors that support development of reflective practice. Bridging this gap may provide insight into how reflective learning within the curriculum can be better developed to increase engagement from learners. Eight focus group interviews with second year students from four UK medical schools were held. Results were thematically analysed. Students have a high level of understanding of the purpose of reflection in practice but they perceive that there is a tension between public and private reflections. Assessment of the reflective process was perceived to be useful for developing reflective skills but grading of their reflective writing was not considered to be useful. Staff who champion the development of reflective skills and mentor students were perceived to play key roles in aiding the development of reflective skills. Appropriate experiences were seen to be a key part of developing reflective skills. These findings highlight potential ways to revise and improve engagement with the reflective learning components of undergraduate courses.

An exploration of factors that influence the regular consumption of water by Irish primary school children.

PubMed

Molloy, C Johnston; Gandy, J; Cunningham, C; Slattery, Glennon

2008-10-01

Inadequate hydration has been linked to many factors that may impact on children's education and health. Teachers play an important role in the education and behaviour of children. Previous research has demonstrated low water intake amongst children and negative teachers' attitudes to water in the classroom. The present study aimed to explore teachers' knowledge about water and the perceived barriers to allowing children access to water during lesson time. In-depth interviews were conducted with 12 teachers from primary schools in the Midlands of Ireland. Interviews were continued until there was saturation of the data. Thematic analysis of the data was conducted. Participants had a poor knowledge of hydration requirements and the associated health benefits and effect on concentration. Low water intake amongst teachers and pupils, and barriers such as disruption to class and increased need to urinate, were reported. Teachers identified the hydration effect on learning as the education message most likely to influence the decision to allow water in the classroom. The issues, opinions and perceived barriers raised by teachers as part of this qualitative research provide a basis for future health promotion around water.

Perceived Case Management Needs and Service Preferences of Frequent Emergency Department Users: Lessons Learned in a Large Urban Centre.

PubMed

Kahan, Deborah; Poremski, Daniel; Wise-Harris, Deborah; Pauly, Daniel; Leszcz, Molyn; Wasylenki, Donald; Stergiopoulos, Vicky

2016-01-01

This study aimed to explore the service needs and preferences of frequent emergency department users with mental health and addictions concerns who participated in a brief intensive case management intervention. We conducted semi-structured individual interviews with 20 frequent emergency department users with mental health and addictions challenges, 13 service providers involved in the delivery of a brief case management intervention, and a focus group with intervention case managers. Thematic analysis was used to explore perceived service user profiles, service needs and preferences of care. Service users experienced complex health and social needs and social isolation, while exhibiting resilience and the desire to contribute. They described multiple instances of stigmatization in interactions with healthcare professionals. Components of the brief intensive case management intervention perceived to be helpful included system navigation, advocacy, intermediation, and practical needs assistance. Frequent service users valued relational responsiveness, a non-judgmental stance, and a recovery orientation in case managers. Interventions for frequent service users in mental health may be enhanced by focusing on the engagement of formal and informal social supports, practical needs assistance, system navigation, advocacy and intermediation, and attention to the recovery goals of service users.

Eratosthenes Made Easy

NASA Astrophysics Data System (ADS)

Romani, P.; Hackett, K.; Kaplan, T.

1996-09-01

In May of this year 5th grade students at Glenarden Woods Elementary School in Glenarden, Maryland and 4th grade students at Wildwood Elementary School in Amherst, Massachusetts worked together to duplicate Eratosthenes's measurement of the circumference of the Earth. Eratosthenes was a Greek who lived and experimented in Egypt in the Ptolemaic era. His determination of the Earth's circumference was within 15% of the modern day value. The original purpose for the project was to add math and science into a thematic study of ancient Egypt that already involved language arts, social studies, and art. The experiment can also be used for discussions about what information was available to early explorers, e. g. Columbus's reasoning that it was feasible to sail from Europe to Japan was based upon a value of the Earth's circumference much smaller than what Eratosthenes had calculated. Besides these connections it was a great activity by itself for the students to learn and apply science process skills. The final error in the students' determination of the circumference of the Earth was on the order of Eratosthenes's error. We will present how we did the project, the worksheets the students used, and lessons learned.

Learning globally to enhance local practice: an international programme in primary care & family health.

PubMed

Godoy-Ruiz, Paula; Rodas, Jamie; Talbot, Yves; Rouleau, Katherine

2016-09-01

In a global context of growing health inequities, international learning experiences have become a popular strategy for equipping health professionals with skills, knowledge, and competencies required to work with the populations they serve. This study sought to analyse the Chilean Interprofessional Programme in Primary Health Care (CIPPHC), a 5 week international learning experience funded by the Ministry of Health in Chile targeted at Chilean primary care providers and delivered in Toronto by the Department of Family and Community Medicine at the University of Toronto. The study focused on three cohorts of students (2010-2012). Anonymous programme evaluations were analysed and semi-structured interviews conducted with programme alumni. Simple descriptive statistics were gathered from the evaluations and the interviews were analysed via thematic content analysis. The majority of participants reported high levels of satisfaction with the training programme, knowledge gain, particularly in the areas of the Canadian model of primary care, and found the materials delivered to be applicable to their local context. The CIPPHC has proven to be a successful educational initiative and provides valuable lessons for other academic centres in developing international interprofessional training programmes for primary care health care providers.

History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

NASA Astrophysics Data System (ADS)

Seker, Hayati; Guney, Burcu G.

2012-05-01

Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in the light of the facilitator model on the use of history of science in science teaching, and to expose possible difficulties in preparing historical materials. For this purpose, qualitative content analysis method was employed. Codes and themes were defined beforehand, with respect to levels and their sublevels of the model. The analysis revealed several problems with the alignment of historical sources for the physics curriculum: limited information about scientists' personal lives, the difficulty of linking with content knowledge, the lack of emphasis on scientific process in the physics curriculum, differences between chronology and sequence of topics, the lack of information about scientists' reasoning. Based on the findings of the analysis, it would be difficult to use original historical sources; educators were needed to simplify historical knowledge within a pedagogical perspective. There is a need for historical sources, like Harvard Case Histories in Experimental Science, since appropriate historical information to the curriculum objectives can only be obtained by simplifying complex information at the origin. The curriculum should leave opportunities for educators interested in history of science, even historical sources provides legitimate amount of information for every concepts in the curriculum.

Enhancing climate literacy through the use of an interdisciplinary global change framework and conceptual models

NASA Astrophysics Data System (ADS)

Bean, J. R.; Zoehfeld, K.; Mitchell, K.; Levine, J.; White, L. D.

2016-12-01

Understanding climate change and how to mitigate the causes and consequences of anthropogenic activities are essential components of the Next Generations Science Standards. To comprehend climate change today and why current rates and magnitudes of change are of concern, students must understand the various factors that drive Earth system processes and also how they interrelate. The Understanding Global Change web resource in development from the UC Museum of Paleontology will provide science educators with a conceptual framework, graphical models, lessons, and assessment templates for teaching NGSS aligned, interdisciplinary, climate change curricula. To facilitate students learning about the Earth as a dynamic, interacting system of ongoing processes, the Understanding Global Change site will provide explicit conceptual links for the causes of climate change (e.g., burning of fossil fuels, deforestation), Earth system processes (e.g., Earth's energy budget, water cycle), and the changes scientists measure in the Earth system (e.g., temperature, precipitation). The conceptual links among topics will be presented in a series of storyboards that visually represent relationships and feedbacks among components of the Earth system and will provide teachers with guides for implementing NGSS-aligned climate change instruction that addresses physical science, life sciences, Earth and space science, and engineering performance expectations. These visualization and instructional methods are used by teachers during professional development programs at UC Berkeley and the Smithsonian National Museum of Natural History and are being tested in San Francisco Bay Area classrooms.

Thematic Resultative Expressions in English and Japanese: A View from the Syntax of Event Aspect

ERIC Educational Resources Information Center

Asano, Yukiko

2012-01-01

This dissertation examines the cross-linguistic behavior of Thematic Resultative Expressions in English and Japanese from the viewpoint of syntax-semantics mappings of event aspects, and discusses the source of some of their well-recognized syntactic and syntactico-semantic properties. Thematic Resultative Expressions (e.g. "John smashed the…

Thematic mapper design parameter investigation

NASA Technical Reports Server (NTRS)

Colby, C. P., Jr.; Wheeler, S. G.

1978-01-01

This study simulated the multispectral data sets to be expected from three different Thematic Mapper configurations, and the ground processing of these data sets by three different resampling techniques. The simulated data sets were then evaluated by processing them for multispectral classification, and the Thematic Mapper configuration, and resampling technique which provided the best classification accuracy were identified.

Identifying Causal Elements in the Thematic-Fantasy Play Paradigm.

ERIC Educational Resources Information Center

Pellegrini, Anthony D.

The intent of this study was to examine the effectiveness of elements of the thematic-fantasy play training paradigm in facilitating children's immediate and maintained story comprehension. Thematic-fantasy play was defined as play in which children enact themes and events not related to their everyday experience, as when they act out a fairy…

Solar thematic maps for space weather operations

USGS Publications Warehouse

Rigler, E. Joshua; Hill, Steven M.; Reinard, Alysha A.; Steenburgh, Robert A.

2012-01-01

Thematic maps are arrays of labels, or "themes", associated with discrete locations in space and time. Borrowing heavily from the terrestrial remote sensing discipline, a numerical technique based on Bayes' theorem captures operational expertise in the form of trained theme statistics, then uses this to automatically assign labels to solar image pixels. Ultimately, regular thematic maps of the solar corona will be generated from high-cadence, high-resolution SUVI images, the solar ultraviolet imager slated to fly on NOAA's next-generation GOES-R series of satellites starting ~2016. These thematic maps will not only provide quicker, more consistent synoptic views of the sun for space weather forecasters, but digital thematic pixel masks (e.g., coronal hole, active region, flare, etc.), necessary for a new generation of operational solar data products, will be generated. This paper presents the mathematical underpinnings of our thematic mapper, as well as some practical algorithmic considerations. Then, using images from the Solar Dynamics Observatory (SDO) Advanced Imaging Array (AIA) as test data, it presents results from validation experiments designed to ascertain the robustness of the technique with respect to differing expert opinions and changing solar conditions.

Individual differences in the strength of taxonomic versus thematic relations

PubMed Central

Mirman, Daniel; Graziano, Kristen M.

2011-01-01

Knowledge about word and object meanings can be organized taxonomically (fruits, mammals, etc.) based on shared features, or thematically (eating breakfast, taking a dog for a walk, etc.) based on participation in events or scenarios. An eye-tracking study showed that both kinds of knowledge are activated during comprehension of a single spoken word, even when the listener is not required to perform any active task. The results further revealed that an individual’s relative activation of taxonomic relations compared to thematic relations predicts that individual’s tendency to favor taxonomic over thematic relations when asked to choose between them in a similarity judgment task. These results argue that individuals differ in the relative strengths of their taxonomic and thematic semantic knowledge and suggest that meaning information is organized in two parallel, complementary semantic systems. PMID:22201413

Resource and environmental surveys from space with the thematic mapper in the 1980's

NASA Technical Reports Server (NTRS)

1976-01-01

The selection of observation of vegetation is the primary optimization objective of the thematic mapper. The following are aspects of plans for the thematic mapper: (1) to include an appropriately modified first generation MSS in the thematic mapper mission; (2) to provide assured coverage for a minimum of six years to give agencies and other users an opportunity to justify the necessary commitment of resources for the transition into a completely valid operational phase; (3) to provide for global, direct data read-out, without the necessity for on-board data storage or dependence on foreign receiving stations; (4) to recognize the operational character of the thematic mapper after successful completion of its experimental evaluation; and (5) to combine future experimental packages with compatible orbits as part of the operational LANDSAT follow-on payloads.

The Relation between Thematic Role Computing and Semantic Relatedness Processing during On-Line Sentence Comprehension

PubMed Central

Li, Xiaoqing; Zhao, Haiyan; Lu, Yong

2014-01-01

Sentence comprehension involves timely computing different types of relations between its verbs and noun arguments, such as morphosyntactic, semantic, and thematic relations. Here, we used EEG technique to investigate the potential differences in thematic role computing and lexical-semantic relatedness processing during on-line sentence comprehension, and the interaction between these two types of processes. Mandarin Chinese sentences were used as materials. The basic structure of those sentences is “Noun+Verb+‘le’+a two-character word”, with the Noun being the initial argument. The verb disambiguates the initial argument as an agent or a patient. Meanwhile, the initial argument and the verb are highly or lowly semantically related. The ERPs at the verbs revealed that: relative to the agent condition, the patient condition evoked a larger N400 only when the argument and verb were lowly semantically related; however, relative to the high-relatedness condition, the low-relatedness condition elicited a larger N400 regardless of the thematic relation; although both thematic role variation and semantic relatedness variation elicited N400 effects, the N400 effect elicited by the former was broadly distributed and reached maximum over the frontal electrodes, and the N400 effect elicited by the latter had a posterior distribution. In addition, the brain oscillations results showed that, although thematic role variation (patient vs. agent) induced power decreases around the beta frequency band (15–30 Hz), semantic relatedness variation (low-relatedness vs. high-relatedness) induced power increases in the theta frequency band (4–7 Hz). These results suggested that, in the sentence context, thematic role computing is modulated by the semantic relatedness between the verb and its argument; semantic relatedness processing, however, is in some degree independent from the thematic relations. Moreover, our results indicated that, during on-line sentence comprehension, thematic role computing and semantic relatedness processing are mediated by distinct neural systems. PMID:24755643

Impact of action primes on implicit processing of thematic and functional similarity relations: evidence from eye-tracking.

PubMed

Pluciennicka, Ewa; Wamain, Yannick; Coello, Yann; Kalénine, Solène

2016-07-01

The aim of this study was to specify the role of action representations in thematic and functional similarity relations between manipulable artifact objects. Recent behavioral and neurophysiological evidence indicates that while they are all relevant for manipulable artifact concepts, semantic relations based on thematic (e.g., saw-wood), specific function similarity (e.g., saw-axe), and general function similarity (e.g., saw-knife) are differently processed, and may relate to different levels of action representation. Point-light displays of object-related actions previously encoded at the gesture level (e.g., "sawing") or at the higher level of action representation (e.g., "cutting") were used as primes before participants identified target objects (e.g., saw) among semantically related and unrelated distractors (e.g., wood, feather, piano). Analysis of eye movements on the different objects during target identification informed about the amplitude and the timing of implicit activation of the different semantic relations. Results showed that action prime encoding impacted the processing of thematic relations, but not that of functional similarity relations. Semantic competition with thematic distractors was greater and earlier following action primes encoded at the gesture level compared to action primes encoded at higher level. As a whole, these findings highlight the direct influence of action representations on thematic relation processing, and suggest that thematic relations involve gesture-level representations rather than intention-level representations.

The development of thematic materials using project based learning for elementary school

NASA Astrophysics Data System (ADS)

Yuliana, M.; Wiryawan, S. A.; Riyadi

2018-05-01

Teaching materials is one of the important factors in supporting on learning process. This paper discussed about developing thematic materials using project based learning. Thematic materials are designed to make students to be active, creative, cooperative, easy in thinking to solve the problem. The purpose of the research was to develop thematic material using project based learning which used valid variables. The method of research which used in this research was four stages of research and development proposed by Thiagarajan consisting of 4 stages, namely: (1) definition stage, (2) design stage, (3) development stage, and (4) stage of dissemination. The first stage was research and information collection, it was in form of need analysis with questionnaire, observation, interview, and document analysis. Design stage was based on the competencies and indicator. The third was development stage, this stage was used to product validation from expert. The validity of research development involved media validator, material validator, and linguistic validator. The result from the validation of thematic material by expert showed that the overall result had a very good rating which ranged from 1 to 5 likert scale, media validation showed a mean score 4,83, the material validation showed mean score 4,68, and the mean of linguistic validation was e 4,74. It showed that the thematic material using project based learning was valid and feasible to be implemented in the context thematic learning.

Mobile Health Apps to Facilitate Self-Care: A Qualitative Study of User Experiences

PubMed Central

Anderson, Kevin; Burford, Oksana; Emmerton, Lynne

2016-01-01

Objective Consumers are living longer, creating more pressure on the health system and increasing their requirement for self-care of chronic conditions. Despite rapidly-increasing numbers of mobile health applications (‘apps’) for consumers’ self-care, there is a paucity of research into consumer engagement with electronic self-monitoring. This paper presents a qualitative exploration of how health consumers use apps for health monitoring, their perceived benefits from use of health apps, and suggestions for improvement of health apps. Materials and Methods ‘Health app’ was defined as any commercially-available health or fitness app with capacity for self-monitoring. English-speaking consumers aged 18 years and older using any health app for self-monitoring were recruited for interview from the metropolitan area of Perth, Australia. The semi-structured interview guide comprised questions based on the Technology Acceptance Model, Health Information Technology Acceptance Model, and the Mobile Application Rating Scale, and is the only study to do so. These models also facilitated deductive thematic analysis of interview transcripts. Implicit and explicit responses not aligned to these models were analyzed inductively. Results Twenty-two consumers (15 female, seven male) participated, 13 of whom were aged 26–35 years. Eighteen participants reported on apps used on iPhones. Apps were used to monitor diabetes, asthma, depression, celiac disease, blood pressure, chronic migraine, pain management, menstrual cycle irregularity, and fitness. Most were used approximately weekly for several minutes per session, and prior to meeting initial milestones, with significantly decreased usage thereafter. Deductive and inductive thematic analysis reduced the data to four dominant themes: engagement in use of the app; technical functionality of the app; ease of use and design features; and management of consumers’ data. Conclusions The semi-structured interviews provided insight into usage, benefits and challenges of health monitoring using apps. Understanding the range of consumer experiences and expectations can inform design of health apps to encourage persistence in self-monitoring. PMID:27214203

Mobile Health Apps to Facilitate Self-Care: A Qualitative Study of User Experiences.

PubMed

Anderson, Kevin; Burford, Oksana; Emmerton, Lynne

2016-01-01

Consumers are living longer, creating more pressure on the health system and increasing their requirement for self-care of chronic conditions. Despite rapidly-increasing numbers of mobile health applications ('apps') for consumers' self-care, there is a paucity of research into consumer engagement with electronic self-monitoring. This paper presents a qualitative exploration of how health consumers use apps for health monitoring, their perceived benefits from use of health apps, and suggestions for improvement of health apps. 'Health app' was defined as any commercially-available health or fitness app with capacity for self-monitoring. English-speaking consumers aged 18 years and older using any health app for self-monitoring were recruited for interview from the metropolitan area of Perth, Australia. The semi-structured interview guide comprised questions based on the Technology Acceptance Model, Health Information Technology Acceptance Model, and the Mobile Application Rating Scale, and is the only study to do so. These models also facilitated deductive thematic analysis of interview transcripts. Implicit and explicit responses not aligned to these models were analyzed inductively. Twenty-two consumers (15 female, seven male) participated, 13 of whom were aged 26-35 years. Eighteen participants reported on apps used on iPhones. Apps were used to monitor diabetes, asthma, depression, celiac disease, blood pressure, chronic migraine, pain management, menstrual cycle irregularity, and fitness. Most were used approximately weekly for several minutes per session, and prior to meeting initial milestones, with significantly decreased usage thereafter. Deductive and inductive thematic analysis reduced the data to four dominant themes: engagement in use of the app; technical functionality of the app; ease of use and design features; and management of consumers' data. The semi-structured interviews provided insight into usage, benefits and challenges of health monitoring using apps. Understanding the range of consumer experiences and expectations can inform design of health apps to encourage persistence in self-monitoring.

Towards a results-based management approach for capacity-building in space science, technology and applications to support the implementation of the 2030 agenda for sustainable development

NASA Astrophysics Data System (ADS)

Balogh, Werner R.; St-Pierre, Luc; Di Pippo, Simonetta

2017-10-01

The United Nations Office for Outer Space Affairs (UNOOSA) has the mandate to assist Member States with building capacity in using space science, technology and their applications in support of sustainable economic, social and environmental development. From 20 to 21 June 2018 the international community will gather in Vienna for UNISPACE + 50, a special segment of the 61st session of the Committee on the Peaceful Uses of Outer Space (COPUOS), to celebrate the 50th anniversary of the first UNISPACE conference and to reach consensus on a global space agenda for the next two decades. ;Capacity-building for the twenty-first century; is one of the seven thematic priorities of UNISPACE + 50, identified and agreed upon by COPUOS. The Committee has tasked UNOOSA with undertaking the work under this thematic priority and with reporting regularly to the Committee and its Subcommittees on the progress of its work. It is therefore appropriate, in this context, to take stock of the achievements of the capacity-building activities of the Office, to review the relevant mandates and activities and to consider the necessity to strengthen and better align them with the future needs of the World and in particular with the 2030 Agenda for Sustainable Development. This paper describes the efforts on-going at UNOOSA, building on its experiences with implementing the United Nations Programme on Space Applications and the United Nations Platform for Space-based Information for Disaster Management and Emergency Response (UN-SPIDER) and working with Member States and other United Nations entities, to develop a results-based management approach, based on an indicator framework and a database with space solutions, for promoting the use of space-based solutions to help Member States achieve the Sustainable Development Goals (SDGs) and successfully implement the 2030 Agenda for Sustainable Development.

Does the chronic care model meet the emerging needs of people living with multimorbidity? A systematic review and thematic synthesis

PubMed Central

Abu Dabrh, Abd Moain; Gionfriddo, Michael R.; Erwin, Patricia; Montori, Victor M.

2018-01-01

Background The Chronic Care Model (CCM) emerged in the 1990s as an approach to re-organize primary care and implement critical elements that enable it to proactively attend to patients with chronic conditions. The chronic care landscape has evolved further, as most patients now present with multiple chronic conditions and increasing psychosocial complexity. These patients face accumulating and overwhelming complexity resulting from the sum of uncoordinated responses to each of their problems. Minimally Disruptive Medicine (MDM) was proposed to respond to this challenge, aiming at improving outcomes that matter to patients with the smallest burden of treatment. We sought to critically appraise the extent to which MDM constructs (e.g., reducing patient work, improving patients’ capacity) have been adopted within CCM implementations. Methods We conducted a systematic review and qualitative thematic synthesis of reports of CCM implementations published from 2011–2016. Results CCM implementations were mostly aligned with the healthcare system’s goals, condition-specific, and targeted disease-specific outcomes or healthcare utilization. No CCM implementation addressed patient work. Few reduced treatment workload without adding additional tasks. Implementations supported patient capacity by offering information, but rarely offered practical resources (e.g., financial assistance, transportation), helped patients reframe their biography with chronic illness, or assisted them in engaging with a supportive social network. Few implementations aimed at improving functional status or quality of life, and only one-third of studies were targeted for patients of low socioeconomic status. Conclusion MDM provides a lens to operationalize how to care for patients with multiple chronic conditions, but its constructs remain mostly absent from how implementations of the CCM are currently reported. Improvements to the primary care of patients with multimorbidity may benefit from the application of MDM, and the current CCM implementations that do apply MDM constructs should be considered exemplars for future implementation work. PMID:29420543

The Thematic Structure of the Sentence in English and Polish.

ERIC Educational Resources Information Center

Szwedek, Aleksander

An important feature of the sentence in any language is its thematic structure, new/given information organization. It has been found that in English, where word order is grammatically determined, the thematic structure is signalled by the place of the sentence stress. If an indefinite noun (new information) is present in the sentence, it bears…

Toward a Theory of Thematic Curricula: Constructing New Learning Environments for Teachers and Learners.

ERIC Educational Resources Information Center

Freeman, Carole Cook; Sokoloff, Harris J.

A theory of thematic curriculum emerged during the development of a thematic unit on pets, entitled "Pets and Me." The unit, intended for preschool through grade five, focuses on the human-animal bond, incorporating language arts, math, science, social studies, physical education, art, and music activities. "Pets and Me" was developed,…

Approaches to Teaching in Thematic Work: Early Childhood Teachers' Integration of Mathematics and Art

ERIC Educational Resources Information Center

Björklund, Camilla; Ahlskog-Björkman, Eva

2017-01-01

Thematic work that integrates different knowledge areas is considered suitable for developing young children's knowledge and skills in early childhood education. This paper reports evidence from a survey of early childhood teachers' work with mathematics and art integrated in thematic work. In this study, we aim to explore how teachers perceive…

Response to "Learning through Life": Thematic Area of Poverty Reduction

ERIC Educational Resources Information Center

Preece, Julia

2010-01-01

This paper responds to the NIACE report "Learning through Life" in relation to the report's thematic area of poverty reduction. The paper draws on the thematic working papers that informed the report as well as wider literature on poverty. It takes a multidimensional perspective of poverty, drawing on Sen's concept of poverty as "unfreedom" and…

Lessons learned from the PMTCT program in Swaziland: challenges with accepting lifelong ART for pregnant and lactating women - a qualitative study.

PubMed

Katirayi, Leila; Chouraya, Caspian; Kudiabor, Kwashie; Mahdi, Mohammed Ali; Kieffer, Mary Pat; Moland, Karen Marie; Tylleskar, Thorkild

2016-10-24

Swaziland has one of the highest HIV prevalence rates in sub-Saharan Africa, 26 % of the adult population is infected with HIV. The prevalence is highest among pregnant women, at 41.1 %. According to Swaziland's prevention of mother-to-child transmission (PMTCT) guidelines, approximately 50 % of pregnant women are eligible for antiretroviral therapy (ART) by CD4 criteria (<350 cells/ml). Studies have shown that most mother-to-child transmission and postnatal deaths occur among women who are eligible for ART. Therefore, ensuring that ART eligible women are initiated on ART is critical for PMTCT and for mother and baby survival. This study provides insight into the challenges of lifelong ART initiation among pregnant women under Option A in Swaziland. We believe that these challenges and lessons learned from initiating women on lifelong ART under Option A are relevant and important to consider during implementation of Option B+. HIV-positive, treatment-eligible, postpartum women and nurses were recruited within maternal and child health (MCH) units using convenience and purposive sampling. Participants came from both urban and rural areas. Focus group discussions (FGDs) and structured interviews using a short answer questionnaire were conducted to gain an understanding of the challenges experienced when initiating lifelong ART. Seven FGDs (of 5-11 participants) were conducted, four FGDs with nurses, two FGDs with women who initiated ART, and one FGD with women who did not initiate ART. A total of 83 interviews were conducted; 50 with women who initiated ART and 33 with women who did not initiate. Data collection with the women was conducted in the local language of SiSwati and data collection with the nurses was done in English. FGDs were audio-recorded and simultaneously transcribed and translated into English. Analysis was conducted using thematic analysis. Transcripts were coded by two researchers in the qualitative software program MAXqda v.10. Thematic findings were illustrated using verbatim quotes which were selected on the basis of being representative of a specific theme. The short-answer interview questionnaire included specific questions about the different steps in the woman's experience initiating ART; therefore the responses for each question were analyzed separately. Findings from the study highlight women feeling overwhelmed by the lifetime commitment of ART, feeling "healthy" when asked to initiate ART, preference for short-course prophylaxis and fear of side effects (body changes). Also, the preference for nurses to determine on an individual basis the number of counseling appointments a woman needs before initiating ART, more information about HIV and ART needed at the community level, and the need to educate men about HIV and ART. Women face a myriad of challenges initiating lifelong ART. Understanding women's concerns will aid in developing effective counseling messages, designing appropriate counseling structures, understanding where additional support is needed in the process of initiating ART, and knowing who to target for community level messages.

Conducting qualitative research in mental health: Thematic and content analyses.

PubMed

Crowe, Marie; Inder, Maree; Porter, Richard

2015-07-01

The objective of this paper is to describe two methods of qualitative analysis - thematic analysis and content analysis - and to examine their use in a mental health context. A description of the processes of thematic analysis and content analysis is provided. These processes are then illustrated by conducting two analyses of the same qualitative data. Transcripts of qualitative interviews are analysed using each method to illustrate these processes. The illustration of the processes highlights the different outcomes from the same set of data. Thematic and content analyses are qualitative methods that serve different research purposes. Thematic analysis provides an interpretation of participants' meanings, while content analysis is a direct representation of participants' responses. These methods provide two ways of understanding meanings and experiences and provide important knowledge in a mental health context. © The Royal Australian and New Zealand College of Psychiatrists 2015.

Contrasting Semantic versus Inhibitory Processing in the Angular Gyrus: An fMRI Study.

PubMed

Lewis, Gwyneth A; Poeppel, David; Murphy, Gregory L

2018-06-06

Recent studies of semantic memory have focused on dissociating the neural bases of two foundational components of human thought: taxonomic categories, which group similar objects like dogs and seals based on features, and thematic categories, which group dissimilar objects like dogs and leashes based on events. While there is emerging consensus that taxonomic concepts are represented in the anterior temporal lobe, there is disagreement over whether thematic concepts are represented in the angular gyrus (AG). We previously found AG sensitivity to both kinds of concepts; however, some accounts suggest that such activity reflects inhibition of irrelevant information rather than thematic activation. To test these possibilities, an fMRI experiment investigated both types of conceptual relations in the AG during two semantic judgment tasks. Each task trained participants to give negative responses (inhibition) or positive responses (activation) to word pairs based on taxonomic and thematic criteria of relatedness. Results showed AG engagement during both negative judgments and thematic judgments, but not during positive judgments about taxonomic pairs. Together, the results suggest that activity in the AG reflects functions that include both thematic (but not taxonomic) processing and inhibiting irrelevant semantic information.

Thematic Matching as Remedial Teaching for Symbolic Matching for Individuals with Autism Spectrum Disorder

PubMed Central

Lionello-DeNolf, Karen M.; Farber, Rachel; Jones, B. Max; Dube, William V.

2014-01-01

Matching-to-sample (MTS) is often used to teach symbolic relationships between spoken or printed words and their referents to children with intellectual and developmental disabilities. However, many children have difficulty learning symbolic matching, even though they may demonstrate generalized identity matching. The current study investigated whether training on symbolic MTS tasks in which the stimuli are physically dissimilar but members of familiar categories (i.e., thematic matching) can remediate an individual’s difficulty learning symbolic MTS tasks involving non-representative stimuli. Three adolescent males diagnosed with autism spectrum disorder were first trained on symbolic MTS tasks with unfamiliar, non-representative form stimuli. Thematic matching was introduced after the participants failed to learn 0, 2 or 4 symbolic MTS tasks and before additional symbolic MTS tasks were introduced. After exposure to thematic matching, accuracy on symbolic MTS tasks with novel stimuli increased to above chance for all participants. For two participants, high accuracy (> 90%) was achieved on a majority of these sessions. Thus, thematic matching may be an effective intervention for students with limited verbal repertoires and who have difficulty learning symbolic MTS tasks. Possible explanations for the facilitative effect of thematic matching are considered and warrant further investigation. PMID:24634695

The Neural Bases of Taxonomic and Thematic Conceptual Relations: An MEG Study

PubMed Central

Lewis, Gwyneth A.; Poeppel, David; Murphy, Gregory L.

2015-01-01

Converging evidence from behavioral and neuroimaging studies of human concepts indicate distinct neural systems for taxonomic and thematic knowledge. A recent study of naming in aphasia found involvement of the anterior temporal lobe (ATL) during taxonomic (feature-based) processing, and involvement of the temporoparietal junction (TPJ) during thematic (function-based) processing. We conducted an online magnetoencephalography (MEG) study to examine the spatio-temporal nature of taxonomic and thematic relations. We measured participants’ brain responses to words preceded by either a taxonomically or thematically related item (e.g., cottage→castle, king→castle). In a separate experiment we collected relatedness ratings of the word pairs from participants. We examined effects of relatedness and relation type on activation in ATL and TPJ regions of interest (ROIs) using permutation t-tests to identify differences in ROI activation between conditions as well as single-trial correlational analyses to examine the millisecond-by-millisecond influence of the stimulus variables on the ROIs. Taxonomic relations strongly predicted ATL activation, and both kinds of relations influenced the TPJ. Our results further strengthen the view of the ATL's importance to taxonomic knowledge. Moreover, they provide a nuanced view of thematic relations as involving taxonomic knowledge. PMID:25582406

Patience, Persistence and Pragmatism: Experiences and Lessons Learnt from the Implementation of Clinically Integrated Teaching and Learning of Evidence-Based Health Care – A Qualitative Study

PubMed Central

Young, Taryn; Rohwer, Anke; van Schalkwyk, Susan; Volmink, Jimmy; Clarke, Mike

2015-01-01

Background Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare (EBHC) knowledge, skills and attitudes. To inform implementation of such strategies, we assessed experiences and opinions on lessons learnt of those involved in such programmes. Methods and Findings We conducted semi-structured interviews with 24 EBHC programme coordinators from around the world, selected through purposive sampling. Following data transcription, a multidisciplinary group of investigators carried out analysis and data interpretation, using thematic content analysis. Successful implementation of clinically integrated teaching and learning of EBHC takes much time. Student learning needs to start in pre-clinical years with consolidation, application and assessment following in clinical years. Learning is supported through partnerships between various types of staff including the core EBHC team, clinical lecturers and clinicians working in the clinical setting. While full integration of EBHC learning into all clinical rotations is considered necessary, this was not always achieved. Critical success factors were pragmatism and readiness to use opportunities for engagement and including EBHC learning in the curriculum; patience; and a critical mass of the right teachers who have EBHC knowledge and skills and are confident in facilitating learning. Role modelling of EBHC within the clinical setting emerged as an important facilitator. The institutional context exerts an important influence; with faculty buy-in, endorsement by institutional leaders, and an EBHC-friendly culture, together with a supportive community of practice, all acting as key enablers. The most common challenges identified were lack of teaching time within the clinical curriculum, misconceptions about EBHC, resistance of staff, lack of confidence of tutors, lack of time, and negative role modelling. Conclusions Implementing clinically integrated EBHC curricula requires institutional support, a critical mass of the right teachers and role models in the clinical setting combined with patience, persistence and pragmatism on the part of teachers. PMID:26110641

Canada's international response to HIV during times of global transition: a qualitative inquiry.

PubMed

Nixon, Stephanie

2011-04-01

Canada's international response to HIV may be under threat given CIDA's new aid priorities that appear to exclude health. Drivers of this recent priority shift have been the influence of global aid trends among public sector donors and changes within the global HIV milieu itself. However, this is not the first time Canada has shifted in response to these two global trends. The era from 2000-2004 also witnessed dramatic changes in both the HIV field and in global thinking around international aid. As such, this article presents an evaluation of the Government of Canada's international response to HIV during the first era of transition (2000-2004) in order to derive lessons for decision-making around HIV in the current climate of change. In-depth, semi-structured interviews were conducted with 23 key informants with expertise regarding Canada's international response to HIV over time. Analysis involved multiple readings of transcripts to identify descriptive codes and establish intimacy with the data. Descriptive codes were then collapsed into thematic categories using a process of inductive reasoning. Canada's international response to HIV was perceived to be exemplary at times (e.g. seminal funding to WHO's "3-by-5" strategy), but also inconsistent (e.g., underutilized technical assistance capacity) and non-strategic (e.g., contradiction between investing in training health providers while poaching professionals to bolster Canada's workforce). Lessons from the 2000-2004 era of transition focus on strategic investments, the inextricable connection between HIV and development and strategy coherence. These results highlight that it is more constructive to ensure that Canadian development responses in all areas engage with both the upstream drivers of HIV as well as the impacts of the epidemic itself in order to achieve the greatest results from international investment and the most effective contributions to the lives of the people that these endeavours seek to support.

Social mobilisation, consent and acceptability: a review of human papillomavirus vaccination procedures in low and middle-income countries.

PubMed

Kabakama, Severin; Gallagher, Katherine E; Howard, Natasha; Mounier-Jack, Sandra; Burchett, Helen E D; Griffiths, Ulla K; Feletto, Marta; LaMontagne, D Scott; Watson-Jones, Deborah

2016-08-19

Social mobilisation during new vaccine introductions encourages acceptance, uptake and adherence to multi-dose schedules. Effective communication is considered especially important for human papillomavirus (HPV) vaccine, which targets girls of an often-novel age group. This study synthesised experiences and lessons learnt around social mobilisation, consent, and acceptability during 55 HPV vaccine demonstration projects and 8 national programmes in 37 low and middle-income countries (LMICs) between January 2007 and January 2015. A qualitative study design included: (i) a systematic review, in which 1,301 abstracts from five databases were screened and 41 publications included; (ii) soliciting 124 unpublished documents from governments and partner institutions; and (iii) conducting 27 key informant interviews. Data were extracted and analysed thematically. Additionally, first-dose coverage rates were categorised as above 90 %, 90-70 %, and below 70 %, and cross-tabulated with mobilisation timing, message content, materials and methods of delivery, and consent procedures. All but one delivery experience achieved over 70 % first-dose coverage; 60 % achieved over 90 %. Key informants emphasized the benefits of starting social mobilisation early and actively addressing rumours as they emerged. Interactive communication with parents appeared to achieve higher first-dose coverage than non-interactive messaging. Written parental consent (i.e., opt-in), though frequently used, resulted in lower reported coverage than implied consent (i.e., opt-out). Protection against cervical cancer was the primary reason for vaccine acceptability, whereas fear of adverse effects, exposure to rumours, lack of project/programme awareness, and schoolgirl absenteeism were major reasons for non-vaccination. Despite some challenges in obtaining parental consent and addressing rumours, experiences indicated effective social mobilisation and high HPV vaccine acceptability in LMICs. Social mobilisation, consent, and acceptability lessons were consistent across world regions and HPV vaccination projects/programmes. These can be used to guide HPV vaccination communication strategies without additional formative research.

Working with community health workers to improve maternal and newborn health outcomes: implementation and scale-up lessons from eastern Uganda.

PubMed

Namazzi, Gertrude; Okuga, Monica; Tetui, Moses; Muhumuza Kananura, Rornald; Kakaire, Ayub; Namutamba, Sarah; Mutebi, Aloysius; Namusoke Kiwanuka, Suzanne; Ekirapa-Kiracho, Elizabeth; Waiswa, Peter

2017-08-01

Preventable maternal and newborn deaths can be averted through simple evidence-based interventions, such as the use of community health workers (CHWs), also known in Uganda as village health teams. However, the CHW strategy faces implementation challenges regarding training packages, supervision, and motivation. This paper explores knowledge levels of CHWs, describes the coverage of home visits, and shares lessons learnt from setting up and implementing the CHW strategy. The CHWs were trained to conduct four home visits: two during pregnancy and two after delivery. The aim of the visits was to promote birth preparedness and utilization of maternal and newborn health (MNH) services. Mixed methods of data collection were employed. Quantitative data were analyzed using Stata version 13.0 to determine the level and predictors of CHW knowledge of MNH. Qualitative data from 10 key informants and 15 CHW interviews were thematically analyzed to assess the implementation experiences. CHWs' knowledge of MNH improved from 41.3% to 77.4% after training, and to 79.9% 1 year post-training. However, knowledge of newborn danger signs declined from 85.5% after training to 58.9% 1 year later. The main predictors of CHW knowledge were age (≥ 35 years) and post-primary level of education. The level of coverage of at least one CHW visit to pregnant and newly delivered mothers was 57.3%. Notably, CHW reports complemented the facility-based health information. CHWs formed associations, which improved teamwork, reporting, and general performance, and thus maintained low dropout rates at 3.6%. Challenges included dissatisfaction with the quarterly transport refund of 6 USD and lack of means of transportation such as bicycles. CHWs are an important resource in community-based health information and improving demand for MNH services. However, the CHW training and supervision models require strengthening for improved performance. Local solutions regarding CHW motivation are necessary for sustainability.

Meeting IYA Goals for Diverse Science Center and Planetarium Audiences

NASA Astrophysics Data System (ADS)

Nichols Yehling, Michelle; Carney, K.

2008-05-01

The International Year of Astronomy provides the Adler Planetarium in Chicago, IL with a chance to bring astronomy into the greater Chicagoland area. 1) The presenters will outline Adler's program plans to date, from community outreach programs such as Café Scientifique and citizen science light pollution observations, to programs within the institution, like a temporary exhibit about how telescopes have shaped our understanding of the cosmos. The presenters will focus on the range of programming and how this suite of programs brings together IYA topical threads, addressing sustainability and the needs of our audiences. 2) How do we know that the IYA programs we design actually work for our audiences? How do we assess and improve our work? This session will introduce participants to the "backwards design” process through which Adler educators create experiences that begin with focused goals. Facilitators will take participants through the Adler's evaluation planning method that uncovers what we want to know about our educational programs and experiences. Tools for program design and evaluation will be shared. 3) Facilitators will present for discussion three activities that have been designed and evaluated for one of our audiences, the museum-going family. Workshop participants are invited to critique and discuss these activities, their rationale, their fit with identified audience and institutional needs, and IYA thematic strands. Participants will share any ideas they have for adaptation of these activities for other audiences in their own settings. 4) Finally, all of the educational design and evaluation tools, program descriptions, and lesson plans will be compiled into an electronic document. Participants are encouraged to bring program description examples and/or activity lesson plans that can be incorporated into the document to provide an IYA "workbook". This workbook will be sent to all interested session participants by no later than July 31, 2008.

Successes and challenges of north–south partnerships – key lessons from the African/Asian Regional Capacity Development projects

PubMed Central

Färnman, Rosanna; Diwan, Vishal; Zwarenstein, Merrick; Atkins, Salla

2016-01-01

Introduction Increasing efforts are being made globally on capacity building. North–south research partnerships have contributed significantly to enhancing the research capacity in low- and middle-income countries (LMICs) over the past few decades; however, a lack of skilled researchers to inform health policy development persists, particularly in LMICs. The EU FP7 funded African/Asian Regional Capacity Development (ARCADE) projects were multi-partner consortia aimed to develop a new generation of highly trained researchers from universities across the globe, focusing on global health-related subjects: health systems and services research and research on social determinants of health. This article aims to outline the successes, challenges and lessons learned from the life course of the projects, focusing on the key outputs and experiences of developing and implementing these two projects together with sub-Saharan African, Asian and European institution partners. Design Sixteen participants from 12 partner institutions were interviewed. The data were analysed using thematic content analysis, which resulted in four themes and three sub-categories. These data were complemented by a review of project reports. Results The results indicated that the ARCADE projects have been successful in developing and delivering courses, and have reached over 920 postgraduate students. Some partners thought the north–south and south–south partnerships that evolved during the project were the main achievement. However, others found there to be a ‘north–south divide’ in certain aspects. Challenges included technical constraints and quality assurance. Additionally, adapting new teaching and learning methods into current university systems was challenging, combined with not being able to award students with credits for their degrees. Conclusion The ARCADE projects were introduced as an innovative and ambitious project idea, although not designed appropriately for all partner institutions. Some challenges were underestimated from the beginning, and for such future projects, a more structured approach needs to be adopted. ARCADE partners learned that integrating courses into current university systems and awarding students credits are essential. PMID:27725080

Hygiene and sanitation promotion strategies among ethnic minority communities in northern Vietnam: a stakeholder analysis.

PubMed

Rheinländer, Thilde; Xuan, Le Thi Thanh; Hoat, Luu Ngoc; Dalsgaard, Anders; Konradsen, Flemming

2012-10-01

Effective rural hygiene and sanitation promotion (RHSP) is a major challenge for many low-income countries. This paper investigates strategies and stakeholders' roles and responsibilities in RHSP implementation in a multi-ethnic area of northern Vietnam, in order to identify lessons learned for future RHSP. A stakeholder analysis was performed, based on 49 semi-structured individual interviews and one group interview with stakeholders in RHSP in a northern province of Vietnam. Participants came from three sectors (agriculture, health and education), unions supported by the Vietnamese government and from four administrative levels (village, commune, district and province). The study villages represented four ethnic minority groups including lowland and highland communities. Stakeholders' roles, responsibilities and promotion methods were outlined, and implementation constraints and opportunities were identified and analysed using thematic content analysis. Effective RHSP in Vietnam is severely constrained despite supporting policies and a multi-sectorial and multi-level framework. Four main barriers for effective implementation of RHSP were identified: (1) weak inter-sectorial collaborations; (2) constraints faced by frontline promoters; (3) almost exclusive information-based and passive promotion methods applied; and (4) context unadjusted promotion strategies across ethnic groups, including a limited focus on socio-economic differences, language barriers and gender roles in the target groups. Highland communities were identified as least targeted and clearly in need of more intensive and effective RHSP. It is recommended that the Vietnamese government gives priority to increasing capacities of and collaboration among stakeholders implementing RHSP activities. This should focus on frontline promoters to perform effective behaviour change communication. It is also recommended to support more participatory and community-based initiatives, which can address the complex socio-economic and cultural determinants of health in multi-ethnic population groups. These lessons learned can improve future RHSP in Vietnam and are also of relevance for health promotion in other minority population groups in the region and globally.

Successes and challenges of north-south partnerships - key lessons from the African/Asian Regional Capacity Development projects.

PubMed

Färnman, Rosanna; Diwan, Vishal; Zwarenstein, Merrick; Atkins, Salla

2016-01-01

Increasing efforts are being made globally on capacity building. North-south research partnerships have contributed significantly to enhancing the research capacity in low- and middle-income countries (LMICs) over the past few decades; however, a lack of skilled researchers to inform health policy development persists, particularly in LMICs. The EU FP7 funded African/Asian Regional Capacity Development (ARCADE) projects were multi-partner consortia aimed to develop a new generation of highly trained researchers from universities across the globe, focusing on global health-related subjects: health systems and services research and research on social determinants of health. This article aims to outline the successes, challenges and lessons learned from the life course of the projects, focusing on the key outputs and experiences of developing and implementing these two projects together with sub-Saharan African, Asian and European institution partners. Sixteen participants from 12 partner institutions were interviewed. The data were analysed using thematic content analysis, which resulted in four themes and three sub-categories. These data were complemented by a review of project reports. The results indicated that the ARCADE projects have been successful in developing and delivering courses, and have reached over 920 postgraduate students. Some partners thought the north-south and south-south partnerships that evolved during the project were the main achievement. However, others found there to be a 'north-south divide' in certain aspects. Challenges included technical constraints and quality assurance. Additionally, adapting new teaching and learning methods into current university systems was challenging, combined with not being able to award students with credits for their degrees. The ARCADE projects were introduced as an innovative and ambitious project idea, although not designed appropriately for all partner institutions. Some challenges were underestimated from the beginning, and for such future projects, a more structured approach needs to be adopted. ARCADE partners learned that integrating courses into current university systems and awarding students credits are essential.

Utilization of Lesson Analysis as Teacher Self Reflection to Improve the Lesson Design on Chemical Equation Topic

NASA Astrophysics Data System (ADS)

Edyani, E. A.; Supriatna, A.; Kurnia; Komalasari, L.

2017-02-01

The research is aimed to investigate how lesson analysis as teacher’s self-reflection changes the teacher’s lesson design on chemical equation topic. Lesson Analysis has been used as part of teacher training programs to improve teacher’s ability in analyzing their own lesson. The method used in this research is a qualitative method. The research starts from build lesson design, implementation lesson design to senior high school student, utilize lesson analysis to get information about the lesson, and revise lesson design. The revised lesson design from the first implementation applied to the second implementation, resulting in better design. This research use lesson analysis Hendayana&Hidayat framework. Video tapped and transcript are employed on each lesson. After first implementation, lesson analysis result shows that teacher-centered still dominating the learning because students are less active in discussion, so the part of lesson design must be revised. After second implementation, lesson analysis result shows that the learning already student-centered. Students are very active in discussion. But some part of learning design still must be revised. In general, lesson analysis was effective for teacher to reflect the lessons. Teacher can utilize lesson analysis any time to improve the next lesson design.

A randomized trial of heart failure disease management in skilled nursing facilities (SNF Connect): Lessons learned.

PubMed

Daddato, Andrea; Wald, Heidi L; Horney, Carolyn; Fairclough, Diane L; Leister, Erin C; Coors, Marilyn; Capell, Warren H; Boxer, Rebecca S

2017-06-01

Conducting clinical trials in skilled nursing facilities is particularly challenging. This manuscript describes facility and patient recruitment challenges and solutions for clinical research in skilled nursing facilities. Lessons learned from the SNF Connect Trial, a randomized trial of a heart failure disease management versus usual care for patients with heart failure receiving post-acute care in skilled nursing facilities, are discussed. Description of the trial design and barriers to facility and patient recruitment along with regulatory issues are presented. The recruitment of Denver-metro skilled nursing facilities was facilitated by key stakeholders of the skilled nursing facilities community. However, there were still a number of barriers to facility recruitment including leadership turnover, varying policies regarding research, fear of litigation and of an increased workload. Engagement of facilities was facilitated by their strong interest in reducing hospital readmissions, marketing potential to hospitals, and heart failure management education for their staff. Recruitment of patients proved difficult and there were few facilitators. Identified patient recruitment challenges included patients being unaware of their heart failure diagnosis, patients overwhelmed with their illness and care, and frequently there was no available proxy for cognitively impaired patients. Flexibility in changing the recruitment approach and targeting skilled nursing facilities with higher rates of admissions helped to overcome some barriers. Recruitment of skilled nursing facilities and patients in skilled nursing facilities for clinical trials is challenging. Strategies to attract both facilities and patients are warranted. These include aligning study goals with facility incentives and flexible recruitment protocols to work with patients in "transition crisis."

Information Content in Radio Waves: Student Investigations in Radio Science

NASA Astrophysics Data System (ADS)

Jacobs, K.; Scaduto, T.

2013-12-01

We describe an inquiry-based instructional unit on information content in radio waves, created in the summer of 2013 as part of a MIT Haystack Observatory (Westford, MA) NSF Research Experiences for Teachers (RET) program. This topic is current and highly relevant, addressing science and technical aspects from radio astronomy, geodesy, and atmospheric research areas as well as Next Generation Science Standards (NGSS). Projects and activities range from simple classroom demonstrations and group investigations, to long term research projects incorporating data acquisition from both student-built instrumentation as well as online databases. Each of the core lessons is applied to one of the primary research centers at Haystack through an inquiry project that builds on previously developed units through the MIT Haystack RET program. In radio astronomy, students investigate the application of a simple and inexpensive software defined radio chip (RTL-SDR) for use in systems implementing a small and very small radio telescope (SRT and VSRT). Both of these systems allow students to explore fundamental principles of radio waves and interferometry as applied to radio astronomy. In ionospheric research, students track solar storms from the initial coronal mass ejection (using Solar Dynamics Observatory images) to the resulting variability in total electron density concentrations using data from the community standard Madrigal distributed database system maintained by MIT Haystack. Finally, students get to explore very long-baseline interferometry as it is used in geodetic studies by measuring crustal plate displacements over time. Alignment to NextGen standards is provided for each lesson and activity with emphasis on HS-PS4 'Waves and Their Applications in Technologies for Information Transfer'.

Extending health insurance coverage to the informal sector: Lessons from a private micro health insurance scheme in Lagos, Nigeria.

PubMed

Peterson, Lauren; Comfort, Alison; Hatt, Laurel; van Bastelaer, Thierry

2018-04-15

As a growing number of low- and middle-income countries commit to achieving universal health coverage, one key challenge is how to extend coverage to informal sector workers. Micro health insurance (MHI) provides a potential model to finance health services for this population. This study presents lessons from a pilot study of a mandatory MHI plan offered by a private insurance company and distributed through a microfinance bank to urban, informal sector workers in Lagos, Nigeria. Study methods included a survey of microfinance clients, key informant interviews, and a review of administrative records. Demographic, health care seeking, and willingness-to-pay data suggested that microfinance clients, particularly women, could benefit from a comprehensive MHI plan that improved access to health care and reduced out-of-pocket spending on health services. However, administrative data revealed declining enrollment, and key informant interviews further suggested low use of the health insurance plan. Key implementation challenges, including changes to mandatory enrollment requirements, insufficient client education and marketing, misaligned incentives, and weak back-office systems, undermined enrollment and use of the plan. Mandatory MHI plans, intended to mitigate adverse selection and facilitate private insurers' entry into new markets, present challenges for covering informal sector workers, including when distributed through agents such as a microfinance bank. Properly aligning the incentives of the insurer and the agent are critical to effectively distribute and service insurance. Further, an urban environment presents unique challenges for distributing MHI, addressing client perceptions of health insurance, and meeting their health care needs. Copyright © 2018 John Wiley & Sons, Ltd.

Doing well while fighting river blindness: the alignment of a corporate drug donation programme with responsibilities to shareholders.

PubMed

Hernando, Yolanda; Colwell, Kaela; Wright, Brian D

2016-10-01

Using the example of Merck's donations of ivermectin, to show how tax incentives and non-profit collaborators can make corporate largesse consistent with obligations to maximise returns to shareholders. We obtained information from publicly available data and estimated Merck's tax deductions according to the US Internal Revenue Code. Reviews of Merck-Kitasato contracts and personal interviews provided additional information regarding key lessons from this collaboration. Our best estimate of the direct cost to Merck of the ivermectin tablets donated during 2005-2011 is around US$ 600 million, well below the stated value of US$ 3.8 billion. Our calculation of tax write-offs reduces the net cost to around US$ 180 million in that period. Indirect market benefits and effects on goodwill further enhanced the compatibility of Merck's donation programme with the company's profit-maximising objective. The case offers lessons for effective management of collaborations with public and non-profit organisations. Merck's role in the donation of ivermectin for the treatment of onchocerciasis is widely and justly acknowledged as a prime example of corporate largesse in the public interest. It is nevertheless important to note that several public and non-profit collaborators, and United States taxpayers, played significant roles in increasing Merck's incentives, and indeed ability, to conduct the donation programme that changed so many lives in poor countries, while meeting its responsibilities to shareholders. Overall, the record indicates responsible corporate management of Merck's ivermectin programme and demonstrates the feasibility of socially responsible policies in a manner compatible with obligations to shareholders. © 2016 John Wiley & Sons Ltd.

Safety and Mission Assurance for In-House Design Lessons Learned from Ares I Upper Stage

NASA Technical Reports Server (NTRS)

Anderson, Joel M.

2011-01-01

This viewgraph presentation identifies lessons learned in the course of the Ares I Upper Stage design and in-house development effort. The contents include: 1) Constellation Organization; 2) Upper Stage Organization; 3) Presentation Structure; 4) Lesson-Importance of Systems Engineering/Integration; 5) Lesson-Importance of Early S&MA Involvement; 6) Lesson-Importance of Appropriate Staffing Levels; 7) Lesson-Importance S&MA Team Deployment; 8) Lesson-Understanding of S&MA In-Line Engineering versus Assurance; 9) Lesson-Importance of Close Coordination between Supportability and Reliability/Maintainability; 10) Lesson-Importance of Engineering Data Systems; 11) Lesson-Importance of Early Development of Supporting Databases; 12) Lesson-Importance of Coordination with Safety Assessment/Review Panels; 13) Lesson-Implementation of Software Reliability; 14) Lesson-Implementation of S&MA Technical Authority/Chief S&MA Officer; 15) Lesson-Importance of S&MA Evaluation of Project Risks; 16) Lesson-Implementation of Critical Items List and Government Mandatory Inspections; 17) Lesson-Implementation of Critical Items List Mandatory Inspections; 18) Lesson-Implementation of Test Article Safety Analysis; and 19) Lesson-Importance of Procurement Quality.

Climate Discovery: Integrating Research With Exhibit, Public Tours, K-12, and Web-based EPO Resources

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Carbone, L.; Gardiner, L.; Johnson, R.; Russell, R.; Advisory Committee, S.; Ammann, C.; Lu, G.; Richmond, A.; Maute, A.; Haller, D.; Conery, C.; Bintner, G.

2005-12-01

The Climate Discovery Exhibit at the National Center for Atmospheric Research (NCAR) Mesa Lab provides an exciting conceptual outline for the integration of several EPO activities with other well-established NCAR educational resources and programs. The exhibit is organized into four topic areas intended to build understanding among NCAR's 80,000 annual visitors, including 10,000 school children, about Earth system processes and scientific methods contributing to a growing body of knowledge about climate and global change. These topics include: 'Sun-Earth Connections,' 'Climate Now,' 'Climate Past,' and 'Climate Future.' Exhibit text, graphics, film and electronic media, and interactives are developed and updated through collaborations between NCAR's climate research scientists and staff in the Office of Education and Outreach (EO) at the University Corporation for Atmospheric Research (UCAR). With funding from NCAR, paleoclimatologists have contributed data and ideas for a new exhibit Teachers' Guide unit about 'Climate Past.' This collection of middle-school level, standards-aligned lessons are intended to help students gain understanding about how scientists use proxy data and direct observations to describe past climates. Two NASA EPO's have funded the development of 'Sun-Earth Connection' lessons, visual media, and tips for scientists and teachers. Integrated with related content and activities from the NASA-funded Windows to the Universe web site, these products have been adapted to form a second unit in the Climate Discovery Teachers' Guide about the Sun's influence on Earth's climate. Other lesson plans, previously developed by on-going efforts of EO staff and NSF's previously-funded Project Learn program are providing content for a third Teachers' Guide unit on 'Climate Now' - the dynamic atmospheric and geological processes that regulate Earth's climate. EO has plans to collaborate with NCAR climatologists and computer modelers in the next year to develop lessons and ancillary exhibit interactives and visualizations for the final Teachers' Guide unit about 'Climate Future.' Units developed so far are available in downloadable format on the NCAR EO and Windows to the Universe web sites for dissemination to educators and the general public public. Those web sites are, respectively, (http://eo.ucar.edu/educators/ClimateDiscovery) and (http://www.windows.ucar.edu). Encouragement from funding agencies to integrate and relate resources and growing pressure to implement efficiencies in educational programs have created excellent opportunities which will be described from the viewpoints of EO staff and scientists'. Challenges related to public and student perceptions about climate and global change, the scientific endeavor, and how to establish successful dialogues between educators and scientists will also be discussed.

Efficacy of Thematic Units on Language and Literacy: A Collaborative Study of a Shelter Unit Intervention with Struggling First Graders

ERIC Educational Resources Information Center

Hale, Suzan L.

2010-01-01

The purpose of this study was to examine the efficacy of using thematic units in small group instructional settings for struggling readers to increase oral language in the areas of receptive, expressive, and written vocabulary. This research examined the efficacy of using thematic units in small group instructional settings for struggling readers…

A Corpus-Based Study of Theme and Thematic Progression in English and Russian Non-Translated Texts and in Russian Translated Texts

ERIC Educational Resources Information Center

Alekseyenko, Nataliya V.

2013-01-01

The present study is a corpus-based comparative investigation of Theme and thematic progression in English and Russian. While monolingual thematic studies have a long history in Linguistics, comparative studies are relatively few, in particular for the given language pair. In addition to filling the existing gap in the field of Translation…

A Constraint Embedding Approach for Complex Vehicle Suspension Dynamics

DTIC Science & Technology

2015-04-24

Complex Vehicle Suspension Dynamics ECCOMAS Thematic Conference on Multibody Dynamics 2015 Abhinandan Jain∗, Calvin Kuo#, Paramsothy Jayakumar †, Jonathan...Suspension Dynamics ECCOMAS Thematic Conference on Multibody Dynamics 2015 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6...13. SUPPLEMENTARY NOTES ECCOMAS Thematic Conference on Multibody Dynamics 2015, June 29-July 2, 2015, Barcelona, Catalonia, Spain 14. ABSTRACT See

Exploring the story, science, and adventure of small worlds

NASA Astrophysics Data System (ADS)

Swann, J. L.; Elkins-Tanton, L. T.; Anbar, A. D.; Klug Boonstra, S.; Tamer, A. J.; Mead, C.; Hunsley, D.

2017-12-01

Small worlds are a strategic focus at NASA, reflected by missions such as Osiris Rex and Psyche among others. The Infiniscope project, with funding from NASA SMD, is building on this scientific and public interest to teach formal and informal learners about asteroids and other small worlds. The digital learning experience, "Where are the small worlds?", and future Infiniscope experiences, incorporate a design theory that we describe as "education through exploration" (ETX) which is provided through an adaptive e-learning platform. This design ensures that learners actively engage in exploration and discovery, while receiving targeted feedback to push through challenges. To ensure that this and future experiences reach and meet the needs of as many educators as possible, Infiniscope includes a digital teaching network to host the experiences and support the reuse and adaptation of digital resources in new lessons. "Where are the small worlds?" puts learners in an interactive simulation of the solar system and provides a mission structure in which they hunt for "astrocaches" on near earth objects, main belt asteroids, and Kuiper-belt objects. These activities allow the learner to discover the locations of the small worlds in the solar system and develop an intuitive understanding for the relative motion of objects at various distances from the Sun. The experience is NGSS-aligned and accompanied by a lesson plan for integration into the classroom. In testing with more than 500 middle-school students, 83% of participants said they wanted to do more experiences like "Where are the small worlds?" They also found the experience both "fun" and "interesting" while being moderately difficult. "Where are the small worlds?" is one of many visualizations and lessons that is available within the Infiniscope teaching network. The network already has hundreds of members and is expected to grow in both numbers and engagement over time. Currently, educators can search and use pre-existing experiences, but as the visualization library expands and educators learn more about exploration-learning design, they may modify existing experiences and even build entirely new experiences to meet specific needs. In parallel, we are also developing a professional development program that builds understanding of the principles of ETX design.

The effect of spatial, spectral and radiometric factors on classification accuracy using thematic mapper data

NASA Technical Reports Server (NTRS)

Wrigley, R. C.; Acevedo, W.; Alexander, D.; Buis, J.; Card, D.

1984-01-01

An experiment of a factorial design was conducted to test the effects on classification accuracy of land cover types due to the improved spatial, spectral and radiometric characteristics of the Thematic Mapper (TM) in comparison to the Multispectral Scanner (MSS). High altitude aircraft scanner data from the Airborne Thematic Mapper instrument was acquired over central California in August, 1983 and used to simulate Thematic Mapper data as well as all combinations of the three characteristics for eight data sets in all. Results for the training sites (field center pixels) showed better classification accuracies for MSS spatial resolution, TM spectral bands and TM radiometry in order of importance.

A comparison between the first four thematic mapper reflective bands and other satellite sensor systems for vegetational monitoring

NASA Technical Reports Server (NTRS)

Tucker, C. J.

1978-01-01

The first four Landsat-D thematic mapper sensors were evaluated and compared to the RBV and MSS sensors from Landsats-1, 2, and 3, Colvocoresses' proposed 'operational Landsat' three band system, and the French SPOT three band system using simulation/integration techniques and in situ collected spectral reflectance data. Sensors were evaluated by their ability to discriminate vegetation biomass, chlorophyll concentration, and leaf water content. The thematic mapper and SPOT bands were superior in a spectral resolution context to the other three sensor systems for vegetational applications. Significant improvements are expected for vegetational analyses from Landsat-D thematic mapper and SPOT imagery over MSS and RBV imagery.

Can thematic roles leave traces of their places?

PubMed

Chang, Franklin; Bock, Kathryn; Goldberg, Adele E

2003-11-01

An important question in the study of language production is the nature of the semantic information that speakers use to create syntactic structures. A common answer to this question assumes that thematic roles help to mediate the mapping from messages to syntax. However, research using structural priming has suggested that the construction of syntactic frames may be insensitive to variations in thematic roles within messages (Cognition 35 (1990) 1; Psychological Review 99 (1992) 150). Because these studies involved structural alternations whose syntax covaries with the order of thematic roles, it is difficult to assess any independent contribution that role information may make to the positioning of phrases. In this study, we primed the order of the roles without changing the syntactic structure of the sentences produced, and found that the order of the roles was influenced by the priming manipulation. This implies that thematic roles or the features that differentiate them are active within the mapping between messages and sentence structures.

Metric System Unit.

ERIC Educational Resources Information Center

Maggi, Gayle J. B.

Thirty-six lessons for introducing the metric system are outlined. Appropriate grade level is not specified. The metric lessons suggested include 13 lessons on length, 7 lessons on mass, 11 lessons on capacity, and 5 lessons on temperature. Each lesson includes a list of needed materials, a statement of the lesson purpose, and suggested…

Lessons from Fraxinus, a crowd-sourced citizen science game in genomics

PubMed Central

Rallapalli, Ghanasyam; Saunders, Diane GO; Yoshida, Kentaro; Edwards, Anne; Lugo, Carlos A; Collin, Steve; Clavijo, Bernardo; Corpas, Manuel; Swarbreck, David; Clark, Matthew; Downie, J Allan; Kamoun, Sophien

2015-01-01

In 2013, in response to an epidemic of ash dieback disease in England the previous year, we launched a Facebook-based game called Fraxinus to enable non-scientists to contribute to genomics studies of the pathogen that causes the disease and the ash trees that are devastated by it. Over a period of 51 weeks players were able to match computational alignments of genetic sequences in 78% of cases, and to improve them in 15% of cases. We also found that most players were only transiently interested in the game, and that the majority of the work done was performed by a small group of dedicated players. Based on our experiences we have built a linear model for the length of time that contributors are likely to donate to a crowd-sourced citizen science project. This model could serve a guide for the design and implementation of future crowd-sourced citizen science initiatives. DOI: http://dx.doi.org/10.7554/eLife.07460.001 PMID:26219214

Influence of Cultural, Organizational, and Automation Capability on Human Automation Trust: A Case Study of Auto-GCAS Experimental Test Pilots

NASA Technical Reports Server (NTRS)

Koltai, Kolina; Ho, Nhut; Masequesmay, Gina; Niedober, David; Skoog, Mark; Cacanindin, Artemio; Johnson, Walter; Lyons, Joseph

2014-01-01

This paper discusses a case study that examined the influence of cultural, organizational and automation capability upon human trust in, and reliance on, automation. In particular, this paper focuses on the design and application of an extended case study methodology, and on the foundational lessons revealed by it. Experimental test pilots involved in the research and development of the US Air Force's newly developed Automatic Ground Collision Avoidance System served as the context for this examination. An eclectic, multi-pronged approach was designed to conduct this case study, and proved effective in addressing the challenges associated with the case's politically sensitive and military environment. Key results indicate that the system design was in alignment with pilot culture and organizational mission, indicating the potential for appropriate trust development in operational pilots. These include the low-vulnerability/ high risk nature of the pilot profession, automation transparency and suspicion, system reputation, and the setup of and communications among organizations involved in the system development.

Mapping training needs for dissemination and implementation research: lessons from a synthesis of existing D&I research training programs.

PubMed

Chambers, David A; Proctor, Enola K; Brownson, Ross C; Straus, Sharon E

2017-09-01

With recent growth in the field of dissemination and implementation (D&I) research, multiple training programs have been developed to build capacity, including summer training institutes, graduate courses, degree programs, workshops, and conferences. While opportunities for D&I research training have expanded, course organizers acknowledge that available slots are insufficient to meet demand within the scientific and practitioner community. In addition, individual programs have struggled to best fit various needs of trainees, sometimes splitting coursework between specific D&I content and more introductory grant writing material. This article, stemming from a 2013 NIH workshop, reviews experiences across multiple training programs to align training needs, career stage and role, and availability of programs. We briefly review D&I needs and opportunities by career stage and role, discuss variations among existing training programs in format, mentoring relationships, and other characteristics, identify challenges of mapping needs of trainees to programs, and present recommendations for future D&I research training.

Guidance of vascular development: lessons from the nervous system.

PubMed

Larrivée, Bruno; Freitas, Catarina; Suchting, Steven; Brunet, Isabelle; Eichmann, Anne

2009-02-27

The vascular system of vertebrates consists of an organized, branched network of arteries, veins, and capillaries that penetrates all the tissues of the body. One of the most striking features of the vascular system is that its branching pattern is highly stereotyped, with major and secondary branches forming at specific sites and developing highly conserved organ-specific vascular patterns. The factors controlling vascular patterning are not yet completely understood. Recent studies have highlighted the anatomic and structural similarities between blood vessels and nerves. The 2 networks are often aligned, with nerve fibers and blood vessels following parallel routes. Furthermore, both systems require precise control over their guidance and growth. Several molecules with attractive and repulsive properties have been found to modulate the proper guidance of both nerves and blood vessels. These include the Semaphorins, the Slits, and the Netrins and their receptors. In this review, we describe the molecular mechanisms by which blood vessels and axons achieve proper path finding and the molecular cues that are involved in their guidance.

Managed care: the US experience.

PubMed Central

Sekhri, N. K.

2000-01-01

This article provides an overview of managed health care in the USA--what has been achieved and what has not--and some lessons for policy-makers in other parts of the world. Although the backlash by consumers and providers makes the future of managed care in the USA uncertain, the evidence shows that it has had a positive effect on stemming the rate of growth of health care spending, without a negative effect on quality. More importantly, it has spawned innovative technologies that are not dependent on the US market environment, but can be applied in public and private systems globally. Active purchasing tools that incorporate disease management programmes, performance measurement report cards, and alignment of incentives between purchasers and providers respond to key issues facing health care reform in many countries. Selective adoption of these tools may be even more relevant in single payer systems than in the fragmented, voluntary US insurance market where they can be applied more systematically with lower transaction costs and where their effects can be measured more precisely. PMID:10916920

Modernizing the World Health Organization List of Essential Medicines for Preventing and Controlling Cardiovascular Diseases.

PubMed

Kishore, Sandeep P; Blank, Evan; Heller, David J; Patel, Amisha; Peters, Alexander; Price, Matthew; Vidula, Mahesh; Fuster, Valentin; Onuma, Oyere; Huffman, Mark D; Vedanthan, Rajesh

2018-02-06

The World Health Organization (WHO) Model List of Essential Medicines (EML) is a key tool for improving global access to medicines for all conditions, including cardiovascular diseases (CVDs). The WHO EML is used by member states to determine their national essential medicine lists and policies and to guide procurement of medicines in the public sector. Here, we describe our efforts to modernize the EML for global CVD prevention and control. We review the recent history of applications to add, delete, and change indications for CVD medicines, with the aim of aligning the list with contemporary clinical practice guidelines. We have identified 4 issues that affect decisions for the EML and may strengthen future applications: 1) cost and cost-effectiveness; 2) presence in clinical practice guidelines; 3) feedback loops; and 4) community engagement. We share our lessons to stimulate others in the global CVD community to embark on similar efforts. Copyright © 2018 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

The Robust Software Feedback Model: An Effective Waterfall Model Tailoring for Space SW

NASA Astrophysics Data System (ADS)

Tipaldi, Massimo; Gotz, Christoph; Ferraguto, Massimo; Troiano, Luigi; Bruenjes, Bernhard

2013-08-01

The selection of the most suitable software life cycle process is of paramount importance in any space SW project. Despite being the preferred choice, the waterfall model is often exposed to some criticism. As matter of fact, its main assumption of moving to a phase only when the preceding one is completed and perfected (and under the demanding SW schedule constraints) is not easily attainable. In this paper, a tailoring of the software waterfall model (named “Robust Software Feedback Model”) is presented. The proposed methodology sorts out these issues by combining a SW waterfall model with a SW prototyping approach. The former is aligned with the SW main production line and is based on the full ECSS-E-ST-40C life-cycle reviews, whereas the latter is carried out in advance versus the main SW streamline (so as to inject its lessons learnt into the main streamline) and is based on a lightweight approach.

Using Experiential Learning Through Science Experiments to Increase the Motivation of Students Classified as Emotionally Disturbed

NASA Astrophysics Data System (ADS)

Crozier, Marisa

When learning is an adventure rather than an exercise in memorization, students can enjoy the process and be motivated to participate in classroom activities (Clem, Mennicke, & Beasley, 2014). Students classified as emotionally disturbed are prone to disruptive behaviors and struggle learning in a traditional science classroom consisting of lecture and demonstrations. They cannot maintain the necessary level of attention nor have the strong reading, writing or memory skills needed to succeed. Therefore, this study examined whether the use of experiential learning would increase on-task behavior and improve the motivation of emotionally disturbed, middle school students in science. Students completed four hands-on experiments aligned with the science curriculum. The data collection methods implemented were an observation checklist with corresponding journal entries, a summative assessment in the form of lab sheets, and student interviews. Through triangulation and analysis, data revealed that the students had more on-task behaviors, were engaged in the lessons, and improved grades in science.

An Extended Case Study Methoology for Investigating Influence of Cultural, Organizational, and Automation Factors on Human-Automation Trust

NASA Technical Reports Server (NTRS)

Koltai, Kolina Sun; Ho, Nhut; Masequesmay, Gina; Niedober, David; Skoog, Mark; Johnson, Walter; Cacanindin, Artemio

2014-01-01

This paper discusses a case study that examined the influence of cultural, organizational and automation capability upon human trust in, and reliance on, automation. In particular, this paper focuses on the design and application of an extended case study methodology, and on the foundational lessons revealed by it. Experimental test pilots involved in the research and development of the US Air Forces newly developed Automatic Ground Collision Avoidance System served as the context for this examination. An eclectic, multi-pronged approach was designed to conduct this case study, and proved effective in addressing the challenges associated with the cases politically sensitive and military environment. Key results indicate that the system design was in alignment with pilot culture and organizational mission, indicating the potential for appropriate trust development in operational pilots. These include the low-vulnerabilityhigh risk nature of the pilot profession, automation transparency and suspicion, system reputation, and the setup of and communications among organizations involved in the system development.

The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes

NASA Astrophysics Data System (ADS)

Nurlaela, L.; Samani, M.; Asto, I. G. P.; Wibawa, S. C.

2018-01-01

This study aims at gaining empirical findings of the effectiveness of thematic instructional model as compared to conventional instruction; and the potential capacity of thematic instructional model in accommodating different learning styles and reading abilities. This is an experimental research design with 140 elementary students as research subject. The data were collected by using achievement test, learning style questionnaire, and reading comprehension test, and analyzed by using Anava. The results indicate: there is a significant difference in achievement between students who use thematic instructional model and those using conventional model; a significant difference in achievement between students with visual learning style and those having auditorial learning style; a significant difference between students with high reading ability and those with low reading ability. Student’s achievement is influenced by the interaction between instructional model and student’s learning style. Student’s achievement is not influenced by the interaction between instructional model and student’s reading ability, the interaction between student’s learning style and student’s reading ability, and the interaction among instructional model, learning style and student’s reading ability. The conclusion is thematic instructional model was more effective than conventional instruction and thematic instructional model had a capacity in accommodating different learning styles and reading abilities.

Early career mentoring for translational researchers: mentee perspectives on challenges and issues.

PubMed

Keller, Thomas E; Collier, Peter J; Blakeslee, Jennifer E; Logan, Kay; McCracken, Karen; Morris, Cynthia

2014-01-01

The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and issues encountered by mentees in forming and maintaining productive mentoring relationships. Three focus groups (n=14) were conducted with early career researchers who had mentored career development awards. Thematic analysis identified, categorized, and illustrated the challenges and issues reported by mentees. The range of mentee challenges was reflected in five major categories: (a) network--finding appropriate mentors to meet various needs; (b) access--structuring schedules and opportunities to receive mentoring; (c) expectations--negotiating the mechanics of the mentoring relationship and its purpose; (d) alignment--managing mentor-mentee mismatches regarding interests, priorities, and goals; and (e) skills and supports--developing the institutional supports to be successful. Mentoring relationships created for academic training and career development contend with tasks common to many other relationships, namely, recognizing compatibility, finding time, establishing patterns, agreeing to goals, and achieving aims. Identifying challenges faced by mentees can facilitate the development of appropriate trainings and supports to foster mentoring relationships in academic and career settings.

Learning how to learn using simulation: Unpacking disguised feedback using a qualitative analysis of doctors' telephone talk.

PubMed

Eppich, Walter J; Rethans, Jan-Joost; Dornan, Timothy; Teunissen, Pim W

2018-05-04

Telephone talk between clinicians represents a substantial workplace activity in postgraduate clinical education, yet junior doctors receive little training in goal-directed, professional telephone communication. To assess educational needs for telephone talk and develop a simulation-based educational intervention. Thematic analysis of 17 semi-structured interviews with doctors-in-training from various training levels and specialties. We identified essential elements to incorporate into simulation-based telephone talk, including common challenging situations for junior doctors as well as explicit and informal aspects that promote learning. These elements have implications for both junior doctors and clinical supervisors, including: (a) explicit teaching and feedback practices and (b) informal conversational interruptions and questions. The latter serve as "disguised" feedback, which aligns with recent conceptualizations of feedback as "performance relevant information". In addition to preparing clinical supervisors to support learning through telephone talk, we propose several potential educational strategies: (a) embedding telephone communication skills throughout simulation activities and (b) developing stand-alone curricular elements to sensitize junior doctors to "disguised" feedback during telephone talk as a mechanism to augment future workplace learning, i.e. 'learning how to learn' through simulation.

Understanding the visual skills and strategies of train drivers in the urban rail environment.

PubMed

Naweed, Anjum; Balakrishnan, Ganesh

2014-01-01

Due to the growth of information in the urban rail environment, there is a need to better understand the ergonomics profile underpinning the visual behaviours in train drivers. The aim of this study was to examine the tasks and activities of urban/metropolitan passenger train drivers in order to better understand the nature of the visual demands in their task activities. Data were collected from 34 passenger train drivers in four different Australian states. The research approach used a novel participative ergonomics methodology that fused interviews and observations with generative tools. Data analysis was conducted thematically. Results suggested participants did not so much drive their trains, as manage the intensity of visually demanding work held in their environment. The density of this information and the opacity of the task, invoked an ergonomics profile more closely aligned with diagnostic and error detection than actual train regulation. The paper discusses the relative proportion of strategies corresponding with specific tasks, the visual-perceptual load in substantive activities, and the requisite visual skills behoving navigation in the urban rail environment. These findings provide the basis for developing measures of complexity to further specify the visual demands in passenger train driving.

Exploring the human emotion of feeling cared for in the workplace.

PubMed

Baggett, Margarita; Giambattista, Laura; Lobbestael, Linda; Pfeiffer, Judith; Madani, Catherina; Modir, Royya; Zamora-Flyr, Maria Magdalena; Davidson, Judy E

2016-09-01

To explore the emotion of feeling cared for in the workplace. The emotion of feeling cared for drives health-promoting behaviours. Feeling cared for is the end-product of caring, affecting practice, environment and outcomes. Identifying behaviours that lead to feeling cared for is the first step in promoting caring practices in leadership. A survey with open-ended questions was designed, validated and electronically distributed. Data from 35 responses were thematically analysed. Unit culture and leadership style affect caring capacity in the workplace. First level coding revealed two caring behaviour categories: recognition and support. Themes emerged aligned to Chapman's model of workplace appreciation: words of affirmation, receiving gifts, quality time and acts of service. The importance of being treated as a whole person was reported: being appreciated personally and professionally. Feeling cared for drives outcomes such as feeling valued, important, teamwork and organisational loyalty. This study generalises the applicability of Chapman's model developed for workplace appreciation in the health-care setting. Concrete examples of how leaders stimulate feeling cared for are provided. Caring leadership behaviours have the potential to improve retention, engagement, the healing environment and the capacity for caring for others. © 2016 John Wiley & Sons Ltd.

Medical care providers' perspectives on dental information needs in electronic health records.

PubMed

Acharya, Amit; Shimpi, Neel; Mahnke, Andrea; Mathias, Richard; Ye, Zhan

2017-05-01

The authors conducted this study to identify the most relevant patient dental information in a medical-dental integrated electronic health record (iEHR) necessary for medical care providers to inform holistic treatment. The authors collected input from a diverse sample of 65 participants from a large, regional health system representing 13 medical specialties and administrative units. The authors collected feedback from participants through 11 focus group sessions. Two independent reviewers analyzed focus group transcripts to identify major and minor themes. The authors identified 336 of 385 annotations that most medical care providers coded as relevant. Annotations strongly supporting relevancy to clinical practice aligned with 18 major thematic categories, with the top 6 categories being communication, appointments, system design, medications, treatment plan, and dental alerts. Study participants identified dental data of highest relevance to medical care providers and recommended implementation of user-friendly access to dental data in iEHRs as crucial to holistic care delivery. Identification of the patients' dental information most relevant to medical care providers will inform strategies for improving the integration of that information into the medical-dental iEHR. Copyright © 2017 American Dental Association. Published by Elsevier Inc. All rights reserved.

Drawing asthma: An exploration of patients' perceptions and experiences.

PubMed

Cheung, Melissa Mei Yin; Saini, Bandana; Smith, Lorraine

2018-03-01

As an art form, drawings can facilitate the tangible expression of patients' inner images and feelings in a range of health conditions. However, there are currently no published studies investigating adults' perspectives of asthma using drawings. This study aimed to explore how adults' drawings illustrate their perceptions and experiences of asthma. Adults with asthma participated in a one-on-one drawing activity. Analysis was grounded in the participants' accounts of their drawing, which were examined alongside the relevant image. A coding approach was used to cluster thematic material and map the data according to the Common-Sense Model of Self-Regulation (CSM). Eighteen participants took part. Three themes emerged: (1) asthma is constrictive and restrictive, (2) feeling alone, feeling different, and (3) the life journey of asthma. The drawings aligned with several domains of the CSM, in particular consequences. The images drawn by the participants and their subsequent discussions highlighted the prominence of the emotional burden of asthma. The drawings provided powerful and evocative communication of the experience of asthma. Future research using drawings can further both healthcare professionals' and patients' understanding of the physical, social and emotional demands of living with asthma, and support the development of asthma self-management practices.

Why Don't Smokers Want Help to Quit? A Qualitative Study of Smokers' Attitudes towards Assisted vs. Unassisted Quitting.

PubMed

Morphett, Kylie; Partridge, Brad; Gartner, Coral; Carter, Adrian; Hall, Wayne

2015-06-10

The development of prescription medication for smoking cessation and the introduction of evidence-based guidelines for health professionals has increasingly medicalised smoking cessation. There are debates about whether medicalisation is a positive development, or whether it has devalued unassisted quitting. In this debate the views of smokers have been neglected. This study explored the attitudes of smokers towards a range of quitting methods, and their considerations when judging their value. We conducted semi-structured interviews with 29 smokers and analysed data using thematic analysis. The results show that the perceived nature of an individual smoker's addiction was central to judgments about the value of pharmacological cessation aids, as was personal experience with a method, and how well it was judged to align with an individual's situation and personality. Unassisted quitting was often described as the best method. Negative views of pharmacological cessation aids were frequently expressed, particularly concerns about side effects from prescription medications. Smokers' views about the value of different methods were not independent: attitudes about cessation aids were shaped by positive attitudes towards unassisted quitting. Examining smokers' attitudes towards either assisted or unassisted quitting in isolation provides incomplete information on quitting preferences.

Collaboration across private and public sector primary health care services: benefits, costs and policy implications.

PubMed

McDonald, Julie; Powell Davies, Gawaine; Jayasuriya, Rohan; Fort Harris, Mark

2011-07-01

Ongoing care for chronic conditions is best provided by interprofessional teams. There are challenges in achieving this where teams cross organisational boundaries. This article explores the influence of organisational factors on collaboration between private and public sector primary and community health services involved in diabetes care. It involved a case study using qualitative methods. Forty-five participants from 20 organisations were purposively recruited. Data were collected through semi-structured interviews and from content analysis of documents. Thematic analysis was used employing a two-level coding system and cross case comparisons. The patterns of collaborative patient care were influenced by a combination of factors relating to the benefits and costs of collaboration and the influence of support mechanisms. Benefits lay in achieving common or complementary health or organisational goals. Costs were incurred in bridging differences in organisational size, structure, complexity and culture. Collaboration was easier between private sector organisations than between private and public sectors. Financial incentives were not sufficient to overcome organisational barriers. To achieve more coordinated primary and community health care structural changes are also needed to better align funding mechanisms, priorities and accountabilities of the different organisations.

Nurse managers don't get the corner office.

PubMed

Paliadelis, Penny

2013-03-01

To provide an original perspective on the power and status of first-line nurse managers by observing their working environment. The role of first-line nurse managers includes clinical, administrative and managerial components, with their responsibilities not always reflected in their level of organizational power. The business literature suggests that an appropriately resourced workspace is not merely functional, it also confers power and status. Twenty Australian rural nurse managers' workspaces were observed, as part of a larger qualitative study that explored their role and organizational power using semi-structured interviews. The observational data consisted of detailed researcher notes that were analysed thematically. The nurse managers' workspaces were suboptimal and did not provide sufficient physical space or resources for the participants' to manage tasks effectively. These results were considered using Kanter's theory of organizational power. The findings support those reported in the business literature that inadequate physical workspaces are counterproductive in terms of both functionality and organizational power. Suggestions are made regarding the workspace needs of first-line nurse managers, based on a closer alignment between the work environment and their role responsibilities. These findings have implications for decisions regarding organizational support of first-line nurse managers. © 2012 Blackwell Publishing Ltd.

The journey toward shared governance: the lived experience of nurse managers and staff nurses.

PubMed

Ott, Joyce; Ross, Carl

2014-09-01

The purpose of the study was to explore the lived experience of nurse managers and staff nurses in shared governance. Shared governance refers to systems and services aligned in partnership. The information gained by studying the lived experience of nurse managers and staff nurses in shared governance is valuable for providing knowledge of empowerment. A qualitative design was used. Data were collected through a semi-structured interview using five questions with 11 Registered Nurses. Data were analysed through thematic analysis. Four themes emerged from data analysis. Nurse managers identified the journey of patient satisfaction; journey of empowerment; journey of self-management and journey of wellness. Staff nurses identified the journey of development and implementation of best practice; journey to provide quality patient care, journey to a new culture of nursing; and journey of a variety of challenges. This study supports the idea that collaboration between nurse managers and staff nurses develops a journey toward shared governance. Nursing management can use findings to empower nurses to collaborate with nurse managers toward best practice. This adds to current knowledge that partnership of nurse managers and staff nurses, supports and encourages ownership in shared governance. © 2013 John Wiley & Sons Ltd.

Implementing a Narrative Medicine Curriculum During the Internship Year: An Internal Medicine Residency Program Experience

PubMed Central

Wesley, Tiffany; Hamer, Diana; Karam, George

2018-01-01

Introduction Narrative medicine develops professional and communication skills that align with Accreditation Council for Graduate Medical Education competencies. However, little is known about a narrative medicine curriculum’s impact on physicians in training during residency. Implementing a narrative medicine curriculum during residency can be challenging because of time constraints and limited opportunity for nonclinical education. Methods Six sessions were implemented throughout one academic year to expose first-year internal medicine residents (interns) to narrative medicine. Attendance and participation were documented. At the end of the year, interns completed an open-ended survey to gauge their perception of their experience with the sessions. Results In total, 17 interns attended at least 1 narrative medicine session, and each session averaged 5.4 attendees. Thirteen eligible interns completed the survey. Thematic analysis identified 3 predominant themes: Mindfulness, physician well-being, and professionalism. Discussion Overall, the narrative medicine sessions were well attended and the curriculum was well received. This intervention demonstrates the value of a narrative medicine curriculum during medical resident training. Large prospective studies are necessary to identify the long-term benefits of such a curriculum. PMID:29702059

MATERNAL PERCEPTIONS OF PARENTING FOLLOWING AN EVIDENCE-BASED PARENTING PROGRAM: A QUALITATIVE STUDY OF LEGACY FOR CHILDRENTM.

PubMed

Hartwig, Sophie A; Robinson, Lara R; Comeau, Dawn L; Claussen, Angelika H; Perou, Ruth

2017-07-01

This article presents the findings of a qualitative study of maternal perceptions of parenting following participation in Legacy for Children TM (Legacy), an evidence-based parenting program for low-income mothers of young children and infants. To further examine previous findings and better understand participant experiences, we analyzed semistructured focus-group discussions with predominantly Hispanic and Black, non-Hispanic Legacy mothers at two sites (n = 166) using thematic analysis and grounded theory techniques. The qualitative study presented here investigated how mothers view their parenting following participation in Legacy, allowing participants to describe their experience with the program in their own words, thus capturing an "insider" perspective. Mothers at both sites communicated knowledge and use of positive parenting practices targeted by the goals of Legacy; some site-specific differences emerged related to these parenting practices. These findings align with the interpretation of quantitative results from the randomized controlled trials and further demonstrate the significance of the Legacy program in promoting positive parenting for mothers living in poverty. This study emphasizes the importance of understanding real-world context regarding program efficacy and the benefit of using qualitative research to understand participant experiences. © 2017 Michigan Association for Infant Mental Health.

Speed, Acceleration, and Velocity: Level II, Unit 9, Lesson 1; Force, Mass, and Distance: Lesson 2; Types of Motion and Rest: Lesson 3; Electricity and Magnetism: Lesson 4; Electrical, Magnetic, and Gravitational Fields: Lesson 5; The Conservation and Conversion of Matter and Energy: Lesson 6; Simple Machines and Work: Lesson 7; Gas Laws: Lesson 8; Principles of Heat Engines: Lesson 9; Sound and Sound Waves: Lesson 10; Light Waves and Particles: Lesson 11; Program. A High.....

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Speed, Acceleration, and Velocity; Force, Mass, and Distance; Types of Motion and Rest; Electricity and Magnetism; Electrical, Magnetic, and Gravitational Fields; The Conservation and Conversion of Matter and Energy; Simple Machines and Work; Gas Laws; Principles of Heat Engines;…

Optical Testing and Verification Methods for the James Webb Space Telescope Integrated Science Instrument Module Element

NASA Technical Reports Server (NTRS)

Antonille, Scott R.; Miskey, Cherie L.; Ohl, Raymond G.; Rohrbach, Scott O.; Aronstein, David L.; Bartoszyk, Andrew E.; Bowers, Charles W.; Cofie, Emmanuel; Collins, Nicholas R.; Comber, Brian J.;

Optical testing and verification methods for the James Webb Space Telescope Integrated Science Instrument Module element

NASA Astrophysics Data System (ADS)

Antonille, Scott R.; Miskey, Cherie L.; Ohl, Raymond G.; Rohrbach, Scott O.; Aronstein, David L.; Bartoszyk, Andrew E.; Bowers, Charles W.; Cofie, Emmanuel; Collins, Nicholas R.; Comber, Brian J.; Eichhorn, William L.; Glasse, Alistair C.; Gracey, Renee; Hartig, George F.; Howard, Joseph M.; Kelly, Douglas M.; Kimble, Randy A.; Kirk, Jeffrey R.; Kubalak, David A.; Landsman, Wayne B.; Lindler, Don J.; Malumuth, Eliot M.; Maszkiewicz, Michael; Rieke, Marcia J.; Rowlands, Neil; Sabatke, Derek S.; Smith, Corbett T.; Smith, J. Scott; Sullivan, Joseph F.; Telfer, Randal C.; Te Plate, Maurice; Vila, M. Begoña.; Warner, Gerry D.; Wright, David; Wright, Raymond H.; Zhou, Julia; Zielinski, Thomas P.

2016-09-01

NASA's James Webb Space Telescope (JWST) is a 6.5m diameter, segmented, deployable telescope for cryogenic IR space astronomy. The JWST Observatory includes the Optical Telescope Element (OTE) and the Integrated Science Instrument Module (ISIM), that contains four science instruments (SI) and the Fine Guidance Sensor (FGS). The SIs are mounted to a composite metering structure. The SIs and FGS were integrated to the ISIM structure and optically tested at NASA's Goddard Space Flight Center using the Optical Telescope Element SIMulator (OSIM). OSIM is a full-field, cryogenic JWST telescope simulator. SI performance, including alignment and wavefront error, was evaluated using OSIM. We describe test and analysis methods for optical performance verification of the ISIM Element, with an emphasis on the processes used to plan and execute the test. The complexity of ISIM and OSIM drove us to develop a software tool for test planning that allows for configuration control of observations, implementation of associated scripts, and management of hardware and software limits and constraints, as well as tools for rapid data evaluation, and flexible re-planning in response to the unexpected. As examples of our test and analysis approach, we discuss how factors such as the ground test thermal environment are compensated in alignment. We describe how these innovative methods for test planning and execution and post-test analysis were instrumental in the verification program for the ISIM element, with enough information to allow the reader to consider these innovations and lessons learned in this successful effort in their future testing for other programs.

How Cultural Alignment and the Use of Incentives Can Promote a Culture of Health: Stakeholder Perspectives.

PubMed

Laurie T, Martin; Linnea Warren, May; Sarah, Weilant; Joie D, Acosta; Anita, Chandra

2018-01-01

In 2013, the Robert Wood Johnson Foundation embarked on a pioneering effort to advance a Culture of Health. This report focuses on two questions that are central to understanding how individuals and sectors think about health and are motivated to promote it: How can the commonly understood concepts of cultural identity (e.g., ethnic or religious; lesbian, gay, bisexual, transgender plus; military) and organizational culture be harnessed to develop a Culture of Health? How can incentives be used to promote individual health and engage investors and leaders within organizations or governments to promote health and well-being broadly? This study draws on 43 one-hour semistructured interviews that RAND researchers conducted with stakeholders whose work focused on cultural alignment, incentives, or both to learn how organizations are addressing and leveraging culture and incentives to promote health and well-being, as well as to identify facilitators, barriers, potential best practices, and lessons learned. Key findings include the following: Equity is often addressed in silos, which impedes progress toward a unified goal of health equity for all; members of specific cultural groups need to be given a voice in health-related activities; systems are built around prevailing cultural norms, making it challenging for those working with specific cultures to make cultural adaptations; and not all incentives are monetary. Recommendations include institutionalizing practices that ensure ongoing input from marginalized populations, identifying ways to help smaller organizations overcome structural inequalities, and institutionalizing health promotion efforts in sectors other than public health or health care to sustain collaborative efforts.

Evaluating a community-based program to improve healthcare quality: research design for the Aligning Forces for Quality initiative.

PubMed

Scanlon, Dennis P; Alexander, Jeffrey A; Beich, Jeff; Christianson, Jon B; Hasnain-Wynia, Romana; McHugh, Megan C; Mittler, Jessica N; Shi, Yunfeng; Bodenschatz, Laura J

2012-09-01

The Aligning Forces for Quality (AF4Q) initiative is the Robert Wood Johnson Foundation's (RWJF's) signature effort to increase the overall quality of healthcare in targeted communities throughout the country. In addition to sponsoring this 16-site, complex program, the RWJF funds an independent scientific evaluation to support objective research on the initiative's effectiveness and contributions to basic knowledge in 5 core programmatic areas. The research design, data, and challenges faced in the evaluation of this 10-year initiative are discussed. A descriptive overview of the evaluation research design for a multi-site, community based, healthcare quality improvement initiative is provided. The multiphase research design employed by the evaluation team is discussed. Evaluation provides formative feedback to the RWJF, participants, and other interested audiences in real time; develops approaches to assess innovative and under-studied interventions; furthers the analysis and understanding of effective community-based collaborative work in healthcare; and helps to differentiate the various facilitators, barriers, and contextual dimensions that affect the implementation and outcomes of community-based health interventions. The AF4Q initiative is arguably the largest community-level healthcare improvement demonstration in the United States to date; it is being implemented at a time of rapid change in national healthcare policy. The implementation of large-scale, multi-site initiatives is becoming an increasingly common approach for addressing problems in healthcare. The evaluation research design for the AF4Q initiative, and the lessons learned from its approach, may be valuable to others tasked with evaluating similar community-based initiatives.

Key lessons for designing health literacy professional development courses.

PubMed

Naccarella, Lucio; Murphy, Bernice

2018-02-01

Health literacy courses for health professionals have emerged in response to health professionals' perceived lack of understanding of health literacy issues, and their failure to routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture, Ethnicity and Health has delivered an annual health literacy demonstration training course that it developed. Course development and delivery partners included HealthWest Partnership and cohealth. The courses are designed to develop the health literacy knowledge, skills and organisational capacity of the health and community services sector in the western metropolitan region of Melbourne. This study presents key learnings from evaluation data from three health literacy courses using Wenger's professional educational learning design framework. The framework has three educational learning architecture components (engagement, imagination and alignment) and four educational learning architecture dimensions (participation, emergent, local/global, identification). Participatory realist evaluation approaches and qualitative methods were used. The evaluations revealed that the health literacy courses are developing leadership in health literacy, building partnerships among course participants, developing health literacy workforce knowledge and skills, developing ways to use and apply health literacy resources and are serving as a catalyst for building organisational infrastructure. Although the courses were not explicitly developed or implemented using Wenger's educational learning design pedagogic features, the course structure (i.e. facilitation role of course coordinators, providing safe learning environments, encouraging small group work amongst participants, requiring participants to conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement, imagination and alignment. Wenger's educational learning design framework can inform the design of future key pedagogic features of health literacy courses.

Six methodological steps to build medical data warehouses for research.

PubMed

Szirbik, N B; Pelletier, C; Chaussalet, T

2006-09-01

We propose a simple methodology for heterogeneous data collection and central repository-style database design in healthcare. Our method can be used with or without other software development frameworks, and we argue that its application can save a relevant amount of implementation effort. Also, we believe that the method can be used in other fields of research, especially those that have a strong interdisciplinary nature. The idea emerged during a healthcare research project, which consisted among others in grouping information from heterogeneous and distributed information sources. We developed this methodology by the lessons learned when we had to build a data repository, containing information about elderly patients flows in the UK's long-term care system (LTC). We explain thoroughly those aspects that influenced the methodology building. The methodology is defined by six steps, which can be aligned with various iterative development frameworks. We describe here the alignment of our methodology with the RUP (rational unified process) framework. The methodology emphasizes current trends, as early identification of critical requirements, data modelling, close and timely interaction with users and stakeholders, ontology building, quality management, and exception handling. Of a special interest is the ontological engineering aspect, which had the effects with the highest impact after the project. That is, it helped stakeholders to perform better collaborative negotiations that brought better solutions for the overall system investigated. An insight into the problems faced by others helps to lead the negotiators to win-win situations. We consider that this should be the social result of any project that collects data for better decision making that leads finally to enhanced global outcomes.

Tracing gas and magnetic field with dust : lessons from Planck & Herschel

NASA Astrophysics Data System (ADS)

Guillet, Vincent

2015-08-01

Dust emission is a powerful tool to measure the gas mass. Its polarization also traces the magnetic field structure. With the Planck and Herschel multi-wavelength observations, we are now able to trace the gas and magnetic field over the full sky, with a large spectrum of scales, and up to high optical depths. But a question arises : is dust a reliable tracer ?I will present the statistical properties of the dust polarized emission as observed by Planck HFI over the full sky, and show how this compares to ancillary measures of starlight polarization in the optical, and to MHD simulations. I will distinguish between what is related to the 3D structure of the magnetic field, and what is related to dust (alignement efficiency, grain shape). I will show that the main features of dust polarization observed by Planck can be explained by the magnetic field structure on the line of sight, without any need for a variation of dust alignment efficiency up to an Av of 5 to 10. Dust polarization is therefore a good and reliable tracer of the magnetic field, at least at moderate extinction.I will also discuss the caveats in deriving the gas mass or dust extinction from a fit to the dust spectral energy distribution : 1) the dust far-infrared opacity is not uniform but varies accross the diffuse ISM, and increases inside star-forming regions; 2) Radiation transfer effects must be taken into account at high optical depths. I will present estimates for the systematic errors that are made when these effects are ignored.

Learning lessons from natural disasters - sectorial or holistic perspectives?

NASA Astrophysics Data System (ADS)

Johansson, M.; Blumenthal, B.; Nyberg, L.

2009-04-01

Lessons learning from systematic analyses of past natural disasters is of great importance for future risk reduction and vulnerability management. It is one crucial piece of a puzzle towards disaster resilient societies, together with e.g. models of future emerging climate-related risks, globalization or demographic changes. Systematic analyses of impact and management of past events have commonly been produced in many sectors, but the knowledge is seldom shared outside the own organization or produced for other actors. To increase the availability of reports and documents, the Swedish Rescue Services Agency has created the Swedish Natural Hazards Information System, in accordance with a government commission from 2005. The system gathers accident reports, investigations and in-depth analyses, together with societal additional costs and mappings of consequences from central and local governments, NGO's and private actors. Evaluation of the collection reveals large differences in quality, systematic approach, depth and extent, clearly consistent with the lack of coherent harmonization of investigation and reporting approaches. Type of hazard, degree of impact and time elapsed since present are decisive for the collected volume. LPHC (low probability high consequences) disasters usually comprise most data and analytical activities, since they often are met with surprise and highlight the failure to integrate resilience into normal societal planning. During the last 50 years, several LPHC events in Sweden have functioned as alarm clocks and entailed major changes and improvements in government policies or legislations, safety management systems, risk assessments, response training, stakeholder communication, etc. Such an event occurred in January 2005 when Northern Europe was confronted with one of the most severe storms in modern history. Accidents that caused 24 fatalities occurred (17 in Sweden), several regions in UK and Germany were flooded and extensive areas of storm-felled forests left nearly one million households in Scandinavia without electricity. In Sweden the quantity of storm-felled trees was equivalent to the combined volume felled by other storms during the whole of the 20th century, which caused exceptional damage to forests, roads, railways and electricity and telecommunications networks, including cell-phones. Follow-ups and evaluations at local level, as regulated by law, together with government commissions to central authorities and interest from research communities, have resulted in an extensive production of documented lessons learning. Our case study describes their thematic extent, identifies different perspectives in relation to their basis for analyses, emphasizes the complementary need of a holistic perspective and puts the Swedish systematic procedure into an international comparison.

Applying thematic analysis theory to practice: a researcher's experience.

PubMed

Tuckett, Anthony G

2005-01-01

This article describes an experience of thematic analysis. In order to answer the question 'What does analysis look like in practice?' it describes in brief how the methodology of grounded theory, the epistemology of social constructionism, and the theoretical stance of symbolic interactionism inform analysis. Additionally, analysis is examined by evidencing the systematic processes--here termed organising, coding, writing, theorising, and reading--that led the researcher to develop a final thematic schema.

Validation of the Thematic Mapper radiometric and geometric correction algorithms

NASA Technical Reports Server (NTRS)

Fischel, D.

1984-01-01

The radiometric and geometric correction algorithms for Thematic Mapper are critical to subsequent successful information extraction. Earlier Landsat scanners, known as Multispectral Scanners, produce imagery which exhibits striping due to mismatching of detector gains and biases. Thematic Mapper exhibits the same phenomenon at three levels: detector-to-detector, scan-to-scan, and multiscan striping. The cause of these variations has been traced to variations in the dark current of the detectors. An alternative formulation has been tested and shown to be very satisfactory. Unfortunately, the Thematic Mapper detectors exhibit saturation effects suffered while viewing extensive cloud areas, and is not easily correctable. The geometric correction algorithm has been shown to be remarkably reliable. Only minor and modest improvements are indicated and shown to be effective.

Plants and Photosynthesis: Level III, Unit 3, Lesson 1; The Human Digestive System: Lesson 2; Functions of the Blood: Lesson 3; Human Circulation and Respiration: Lesson 4; Reproduction of a Single Cell: Lesson 5; Reproduction by Male and Female Cells: Lesson 6; The Human Reproductive System: Lesson 7; Genetics and Heredity: Lesson 8; The Nervous System: Lesson 9; The Glandular System: Lesson 10. Advanced General Education Program. A High School Self-Study Program.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for the high-school level contains lessons in the following subjects: Plants and Photosynthesis; The Human Digestive System; Functions of the Blood; Human Circulation and Respiration; Reproduction of a Single Cell; Reproduction by Male and Female Cells; The Human Reproductive System; Genetics and Heredity; The Nervous…

Extracting samples of high diversity from thematic collections of large gene banks using a genetic-distance based approach

PubMed Central

2010-01-01

Background Breeding programs are usually reluctant to evaluate and use germplasm accessions other than the elite materials belonging to their advanced populations. The concept of core collections has been proposed to facilitate the access of potential users to samples of small sizes, representative of the genetic variability contained within the gene pool of a specific crop. The eventual large size of a core collection perpetuates the problem it was originally proposed to solve. The present study suggests that, in addition to the classic core collection concept, thematic core collections should be also developed for a specific crop, composed of a limited number of accessions, with a manageable size. Results The thematic core collection obtained meets the minimum requirements for a core sample - maintenance of at least 80% of the allelic richness of the thematic collection, with, approximately, 15% of its size. The method was compared with other methodologies based on the M strategy, and also with a core collection generated by random sampling. Higher proportions of retained alleles (in a core collection of equal size) or similar proportions of retained alleles (in a core collection of smaller size) were detected in the two methods based on the M strategy compared to the proposed methodology. Core sub-collections constructed by different methods were compared regarding the increase or maintenance of phenotypic diversity. No change on phenotypic diversity was detected by measuring the trait "Weight of 100 Seeds", for the tested sampling methods. Effects on linkage disequilibrium between unlinked microsatellite loci, due to sampling, are discussed. Conclusions Building of a thematic core collection was here defined by prior selection of accessions which are diverse for the trait of interest, and then by pairwise genetic distances, estimated by DNA polymorphism analysis at molecular marker loci. The resulting thematic core collection potentially reflects the maximum allele richness with the smallest sample size from a larger thematic collection. As an example, we used the development of a thematic core collection for drought tolerance in rice. It is expected that such thematic collections increase the use of germplasm by breeding programs and facilitate the study of the traits under consideration. The definition of a core collection to study drought resistance is a valuable contribution towards the understanding of the genetic control and the physiological mechanisms involved in water use efficiency in plants. PMID:20576152

A Planetary Geophysicist Does EPO: Lessons Learned Along the Way

NASA Astrophysics Data System (ADS)

Kiefer, W. S.

2011-12-01

My "day job" is numerical modeling of the interiors of the terrestrial planets, but I have also done EPO projects for the last 17 years while at the Lunar and Planetary Institute. These range from single, hour long talks in classrooms or astronomy clubs, to week-long summer workshops for teachers and librarians, and even semester-long programs, along with a number of curriculum development projects. EPO projects are a great way to help develop both the next generation of scientists and, more importantly, of scientifically literate citizens and taxpayers. Here are a few lessons learned along the way in the school of hard knocks. (1) An engaging delivery style is even more important in EPO presentations than it is in college lectures or conference presentations. Emphasize a few key concepts rather than numerous facts, and keep the jargon out. Good analogies can go a long way towards explaining a concept to any age group. I teach the role of size in planetary cooling by first asking students how long it takes to cook food of various sizes (a hamburger, roast beef, turkey). (2) If you will be working with a group of students for more than one class period, classroom friendly activities strengthen the learning process. Such activities do not need to be elaborate - when teaching about the Moon, I sometimes assign students to take their parents outside at night and show them how to find lava flows on the Moon. Teachers usually need to have classroom activities that are aligned to state or national teaching standards. Fortunately, many effective, standards-aligned activities already exist, so you don't need to reinvent the wheel. For a useful listing of planetary science and astronomy activities, see the LPI website www.lpi.usra.edu/education/resources/ (3) Although EPO work can be personally rewarding, it is not always well rewarded in a professional context, and it can be difficult to find the time and financial resources to sustain major projects. We sometimes use a "teach the teachers" model as a way of leveraging our impact. The material that is taught to 30 teachers in a summer workshop may end up being used to teach 3,000-4,000 students in the following school year. In any workshop presentation, save lots of time for questions. It will get used, and teachers always appreciate having a scientist take the time to answer their questions.

Exploring Working Relationships in Mental Health Care via an E-Recovery Portal: Qualitative Study on the Experiences of Service Users and Health Providers

PubMed Central

Strand, Monica; Eng, Lillian Sofie; Ruland, Cornelia

2017-01-01

Background The quality of working relationships between service users and health providers is fundamental in the processes of recovery in mental health. How Internet-based interventions will influence these relationships for persons with long-term care needs, and the measures that can be taken to maintain and enhance working relationships through Internet, is still not well understood. Objective The aim of this study was to gain insights into how service users and health providers experience their working relationships when they are offered the option of supplementing ongoing collaboration with an e-recovery portal. Methods In this exploratory and descriptive study, an e-recovery portal was used by service users and their health providers in 2 mental health communities in Norway for at least 6 months and at most 12 months (2015-2016). The portal consists of secure messaging, a peer support forum, and a toolbox of resources for working with life domains including status, goals and activities, network map, crisis plan, and exercises. The portal was owned and managed by the service user while health providers could remotely access parts of the service user–generated content. The participants could use the portal in whatever way they wished, to suit their collaboration. Data from 6 focus groups, 17 individual interviews, and an interview with 1 dyad about their experiences of use of the portal over the study period were inductively coded and thematically analyzed. Results The thematic analysis resulted in 2 main themes: (1) new relational avenues and (2) out of alignment, illustrated by 8 subthemes. The first main theme is about dyads who reported new and enriching ways of working together through the portal, particularly related to written communication and use of the goal module. Illustrative subthemes are ownership, common ground, goals and direction, and sense of presence and availability. The second main theme illuminates the difficulties that arose when service users’ and health providers’ expectations for portal use were not aligned, and the consequences of not addressing these difficulties. Illustrative subthemes are initiative and responsibility, waiting for the other, feeling overwhelmed, and clarifications and agreements. Conclusions The degree to which dyads benefited from using the e-recovery portal appeared to be mainly associated with the degree to which the dyads’ relations were open and flexible before the portal was introduced. For those who experienced frustrations, the portal may have both exposed and added to suboptimal working relationships. Use of the goal module appeared to strengthen the person-centered nature of collaboration. A key question is how health providers balance between enabling service users’ greater control over their care, without relinquishing responsibility for the quality of the working relationship, also when using an e-recovery portal. Implications for implementation are discussed. PMID:29138127

Exploring Working Relationships in Mental Health Care via an E-Recovery Portal: Qualitative Study on the Experiences of Service Users and Health Providers.

PubMed

Strand, Monica; Gammon, Deede; Eng, Lillian Sofie; Ruland, Cornelia

2017-11-14

The quality of working relationships between service users and health providers is fundamental in the processes of recovery in mental health. How Internet-based interventions will influence these relationships for persons with long-term care needs, and the measures that can be taken to maintain and enhance working relationships through Internet, is still not well understood. The aim of this study was to gain insights into how service users and health providers experience their working relationships when they are offered the option of supplementing ongoing collaboration with an e-recovery portal. In this exploratory and descriptive study, an e-recovery portal was used by service users and their health providers in 2 mental health communities in Norway for at least 6 months and at most 12 months (2015-2016). The portal consists of secure messaging, a peer support forum, and a toolbox of resources for working with life domains including status, goals and activities, network map, crisis plan, and exercises. The portal was owned and managed by the service user while health providers could remotely access parts of the service user-generated content. The participants could use the portal in whatever way they wished, to suit their collaboration. Data from 6 focus groups, 17 individual interviews, and an interview with 1 dyad about their experiences of use of the portal over the study period were inductively coded and thematically analyzed. The thematic analysis resulted in 2 main themes: (1) new relational avenues and (2) out of alignment, illustrated by 8 subthemes. The first main theme is about dyads who reported new and enriching ways of working together through the portal, particularly related to written communication and use of the goal module. Illustrative subthemes are ownership, common ground, goals and direction, and sense of presence and availability. The second main theme illuminates the difficulties that arose when service users' and health providers' expectations for portal use were not aligned, and the consequences of not addressing these difficulties. Illustrative subthemes are initiative and responsibility, waiting for the other, feeling overwhelmed, and clarifications and agreements. The degree to which dyads benefited from using the e-recovery portal appeared to be mainly associated with the degree to which the dyads' relations were open and flexible before the portal was introduced. For those who experienced frustrations, the portal may have both exposed and added to suboptimal working relationships. Use of the goal module appeared to strengthen the person-centered nature of collaboration. A key question is how health providers balance between enabling service users' greater control over their care, without relinquishing responsibility for the quality of the working relationship, also when using an e-recovery portal. Implications for implementation are discussed. ©Monica Strand, Deede Gammon, Lillian Sofie Eng, Cornelia Ruland. Originally published in JMIR Mental Health (http://mental.jmir.org), 14.11.2017.

Spatial and thematic assessment of object-based forest stand delineation using an OFA-matrix

NASA Astrophysics Data System (ADS)

Hernando, A.; Tiede, D.; Albrecht, F.; Lang, S.

2012-10-01

The delineation and classification of forest stands is a crucial aspect of forest management. Object-based image analysis (OBIA) can be used to produce detailed maps of forest stands from either orthophotos or very high resolution satellite imagery. However, measures are then required for evaluating and quantifying both the spatial and thematic accuracy of the OBIA output. In this paper we present an approach for delineating forest stands and a new Object Fate Analysis (OFA) matrix for accuracy assessment. A two-level object-based orthophoto analysis was first carried out to delineate stands on the Dehesa Boyal public land in central Spain (Avila Province). Two structural features were first created for use in class modelling, enabling good differentiation between stands: a relational tree cover cluster feature, and an arithmetic ratio shadow/tree feature. We then extended the OFA comparison approach with an OFA-matrix to enable concurrent validation of thematic and spatial accuracies. Its diagonal shows the proportion of spatial and thematic coincidence between a reference data and the corresponding classification. New parameters for Spatial Thematic Loyalty (STL), Spatial Thematic Loyalty Overall (STLOVERALL) and Maximal Interfering Object (MIO) are introduced to summarise the OFA-matrix accuracy assessment. A stands map generated by OBIA (classification data) was compared with a map of the same area produced from photo interpretation and field data (reference data). In our example the OFA-matrix results indicate good spatial and thematic accuracies (>65%) for all stand classes except for the shrub stands (31.8%), and a good STLOVERALL (69.8%). The OFA-matrix has therefore been shown to be a valid tool for OBIA accuracy assessment.

Distinct progression of the deterioration of thematic and taxonomic links in natural and manufactured objects in Alzheimer's disease.

PubMed

Simoes Loureiro, Isabelle; Lefebvre, Laurent

2016-10-01

Taxonomic and thematic relationships are core elements of lexico-semantic networks. However, the weight of both links differs in semantic memory, with distinct support for natural and manufactured objects: natural objects tend to be more taxonomically identified while manufactured objects benefit more from the underlying thematic relationships. Alzheimer's disease (AD) causes early semantic memory impairment characterized by a category-specific deterioration, where natural objects are more sensitive to the disease than manufactured objects. However, relatively few studies have examined the progressive deterioration of specific thematic versus taxonomic relations in both categories of objects in AD. To better understand semantic memory disorganization in AD and analyze the potential interaction effect between the category (natural/manufactured), the condition (thematic/taxonomic) and AD, we will investigate the lexico-semantic network in 82 AD patients (divided into three groups depending on their global cognitive deterioration and their performance in a preliminary semantic knowledge questionnaire (mild (AD1), moderate (AD2) and advanced (AD3) stages of semantic knowledge alteration). The experimental protocol contains two tasks: an implicit semantic priming paradigm and an explicit card-sorting test that uses the same items, equally divided between natural and manufactured objects. Results show a distinct taxonomic and thematic evolution pattern with early taxonomic deterioration. Natural objects are also more vulnerable to the disease. Lastly, there is an interaction effect between the category and the condition in the priming task indicating that natural objects are more taxonomically organized and manufactured objects benefit more from both thematic and taxonomic organizations, reinforcing the idea of the robustness of this category. The theoretical accounts of these observations will be discussed in detail. Copyright © 2016 Elsevier Ltd. All rights reserved.

Increasing community capacity to prevent childhood obesity: challenges, lessons learned and results from the Romp & Chomp intervention.

PubMed

de Groot, Florentine P; Robertson, Narelle M; Swinburn, Boyd A; de Silva-Sanigorski, Andrea M

2010-08-31

Obesity is a major public health issue; however, only limited evidence is available about effective ways to prevent obesity, particularly in early childhood. Romp & Chomp was a community-wide obesity prevention intervention conducted in Geelong Australia with a target group of 12,000 children aged 0-5 years. The intervention had an environmental and capacity building focus and we have recently demonstrated that the prevalence of overweight/obesity was lower in intervention children, post-intervention. Capacity building is defined as the development of knowledge, skills, commitment, structures, systems and leadership to enable effective health promotion and the aim of this study was to determine if the capacity of the Geelong community, represented by key stakeholder organisations, to support healthy eating and physical activity for young children was increased after Romp & Chomp. A mixed methods evaluation with three data sources was utilised. 1) Document analysis comprised assessment of the documented formative and intervention activities against a capacity building framework (five domains: Partnerships, Leadership, Resource Allocation, Workforce Development, and Organisational Development); 2) Thematic analysis of key informant interviews (n = 16); and 3) the quantitative Community Capacity Index Survey. Document analysis showed that the majority of the capacity building activities addressed the Partnerships, Resource Allocation and Organisational Development domains of capacity building, with a lack of activity in the Leadership and Workforce Development domains. The thematic analysis revealed the establishment of sustainable partnerships, use of specialist advice, and integration of activities into ongoing formal training for early childhood workers. Complex issues also emerged from the key informant interviews regarding the challenges of limited funding, high staff turnover, changing governance structures, lack of high level leadership and unclear communication strategies. The Community Capacity Index provided further evidence that the project implementation network achieved a moderate level of capacity. Romp & Chomp increased the capacity of organisations, settings and services in the Geelong community to support healthy eating and physical activity for young children. Despite this success there are important learnings from this mixed methods evaluation that should inform current and future community-based public health and health promotion initiatives. ANZCTRN12607000374460.

Interface of culture, insecurity and HIV and AIDS: Lessons from displaced communities in Pader District, Northern Uganda.

PubMed

Rujumba, Joseph; Kwiringira, Japheth

2010-11-22

Northern Uganda unlike other rural regions has registered high HIV prevalence rates comparable to those of urbanized Kampala and the central region. This could be due to the linkages of culture, insecurity and HIV. We explored community perceptions of HIV and AIDS as a problem and its inter-linkage with culture and insecurity in Pader District. A cross sectional qualitative study was conducted in four sub-counties of Pader District, Uganda between May and June 2008. Data for the study were collected through 12 focus group discussions (FGDs) held separately; 2 FGDs with men, 6 FGDs with women, and 4 FGDs with the youth (2 for each sex). In addition we conducted 15 key informant interviews with; 3 health workers, 4 community leaders at village and parish levels, 3 persons living with HIV and 5 district officials. Data were analysed using the content thematic approach. This process involved identification of the study themes and sub-themes following multiple reading of interview and discussion transcripts. Relevant quotations per thematic area were identified and have been used in the presentation of study findings. The struggles to meet the basic and survival needs by individuals and households overshadowed HIV as a major community problem. Conflict and risky sexual related cultural practices were perceived by communities as major drivers of HIV and AIDS in the district. Insecurity had led to congestion in the camps leading to moral decadence, rape and defilement, prostitution and poverty which increased vulnerability to HIV infection. The cultural drivers of HIV and AIDS were; widow inheritance, polygamy, early marriages, family expectations, silence about sex and alcoholism. Development partners including civil society organisations, central government, district administration, religious and cultural leaders as well as other stakeholders should mainstream HIV in all community development and livelihood interventions in the post conflict Pader district to curtail the likely escalation of the HIV epidemic. A comprehensive behaviour change communication strategy is urgently needed to address the negative cultural practices. Real progress in the region lies in advocacy and negotiation to realise lasting peace.

Nurses' evaluation of physicians' non-clinical performance in emergency departments: advantages, disadvantages and lessons learned.

PubMed

Alameddine, Mohamad; Mufarrij, Afif; Saliba, Miriam; Mourad, Yara; Jabbour, Rima; Hitti, Eveline

2015-02-27

Peer evaluation is increasingly used as a method to assess physicians' interpersonal and communication skills. We report on experience with soliciting registered nurses' feedback on physicians' non-clinical performance in the ED of a large academic medical center in Lebanon. We utilized a secondary analysis of a de-identified database of ED nurses' assessment of physicians' non-clinical performance coupled with an evaluation of interventions carried out as a result of this evaluation. The database was compiled as part of quality/performance improvement initiatives using a cross-sectional design to survey registered nurses working at the ED. The survey instrument included open ended and closed ended questions assessing physicians' communication, professionalism and leadership skills. Three episodes of evaluation were carried out over an 18 month period. Physicians were provided with a communication training carried out after the first cycle of evaluation and a detailed feedback on their assessment by nurses after each evaluation cycle. A paired t-test was carried out to compare mean evaluation scores between the three cycles of evaluation. Thematic analysis of nurses' qualitative comments was carried out. A statistically significant increase in the averages of skills was observed between the first and second evaluations, followed by a significant decrease in the averages of the three skills between the second and third evaluations. Personalized feedback to ED physicians and communication training initially contributed to a significant positive impact on improving ED physicians' non-clinical skills as perceived by the ED nurses. Yet, gains achieved were lost upon reaching the third cycle of evaluation. However, the thematic analysis of the nurses' qualitative responses portrays a decrease in concerns across the various dimensions of non-clinical performance. Nurses' evaluation of the non-clinical performance of physicians has the potential of improving communication, professionalism and leadership skills amongst physicians. For improvement to be realized in a sustainable manner, such programs may need to be offered in a staged and incremental manner over a long period of time with proper dedication of resources and timely monitoring and evaluation of outcomes. Department directors need to be trained on providing peer evaluation feedback in a constructive manner.

Lessons from local engagement in Latin American health systems.

PubMed

Meads, Geoffrey D; Griffiths, Frances E; Goode, Sarah D; Iwami, Michiyo

2007-12-01

To examine the management of recent policies for stronger patient and public involvement in Latin American health systems, identifying common features and describing local practice examples of relevance to the UK. Participation is a core principle of many contemporary policies for health system reform. In Latin America, as in the UK, it is frequently associated with innovations in primary care services and their organizational developments. This shared interest in alternative models of local engagement offers new opportunities for collaborative research and policy development. Commissioned by UK policy makers, a 4-year research programme was designed to promote exchanges with international counterparts focusing on how modern reform policies are being implemented. The selected countries possessed comparable principles and timeframes for their reforms. A series of individual country case studies were undertaken. Data were drawn from literature and documentary reviews; semi-structured interviews with national policy makers and expert advisers; and with management representatives at local exemplar sites. The aggregate data were subjected to thematic analysis applying a model for sustainable development. Six common factors were identified in Latin American policies for stronger patient and public involvement. From these the most significant transferable learning for the UK relates to the position and status of professions and non-governmental agencies. Illustrative case exemplars were located in each of the eight countries studied.

Understanding value in health data ecosystems: A review of current evidence and ways forward.

PubMed

Sonja, Marjanovic; Ioana, Ghiga; Miaoqing, Yang; Anna, Knack

2018-01-01

The potential of health data to improve the efficiency and effectiveness of health research and development, healthcare delivery, and health systems more widely is substantial. There are many initiatives across the EU that are experimenting with ways to capture value and address the nexus of technical, legal, ethics-related, governance and data protection-related, and cultural challenges to delivering potential benefits for society and the economy. The field of health data research and policy is highly dynamic and there is a need for further reflection, thematic learning and evaluation to better understand how to create and connect receptive places, to inform future interventions and to identify transferable lessons. Our research emphasises that realising the benefits of health data at scale will require: a simultaneous focus on the technological and structural conditions that are required; collaboration and coordination to transform working cultures and build health and care workforce and citizen capacity to engage with data; and efforts to ensure that policy, industry, and research communities respond to public concerns, needs, and expectations in a timely and sustained manner. The global community of individuals and organisations with a stake in health data will also need to consider how progress can benefit different populations across the world in an equitable manner.

‘When he’s up there he’s just happy and content’: Parents’ perceptions of therapeutic horseback riding

PubMed Central

Boyd, Lauren

2017-01-01

Background There is limited global and South African research on parents’ perceptions of therapeutic horseback riding (THR), as well as their perceptions of the effect of the activity on their children with disabilities. Objective To explore and describe parents’ perceptions and experiences of THR as an activity for their children with disabilities. Method Twelve parents whose children attend THR lessons at the South African Riding for the Disabled Association in Cape Town were asked to participate in a semi-structured interview. The qualitative data obtained from the interviews were first transcribed and then analysed using thematic analysis to establish parents’ perceptions of the THR activity. Results The main themes that emerged included parental perceived effects of THR on children, parents’ personal experiences of the services, and parents’ perceived reasons for improvements in the children. The participating parents indicated that THR had had a positive psychological, social and physical effect both on the children participating in the riding, as well as on the parents themselves. Conclusion According to parents, THR plays an important role in the lives of children with various disabilities and in the lives of their parents. The results of the study address the gap in the literature regarding parents’ perceptions of THR. PMID:28951852

Elementary pre-service teachers' conceptual understanding of dissolving: a Vygotskian concept development perspective

NASA Astrophysics Data System (ADS)

Harrell, Pamela; Subramaniam, Karthigeyan

2015-09-01

Background and purpose: The purpose of this study was to investigate and identify the nature and the interrelatedness of pre-service teachers' misconceptions and scientific concepts for explaining dissolving before, during, and after a 5E learning cycle lesson on dissolving, the intervention. Sample, design, and methods: Guided by Vygotsky's theory of concept development, the study focused specifically on the spontaneous, and spontaneous pseudo-concepts held by the 61 elementary pre-service teachers during a 15-week science methods course. Data included concept maps, interview transcripts, written artifacts, drawings, and narratives, and were thematically analyzed to classify concepts and interrelatedness. Results: Results of the study showed that spontaneous pseudo-concepts (1) dominated pre-service teachers' understandings about dissolving throughout the study, and (2) were simply associated with scientific concepts during and after the intervention. Conclusion: Collectively, the results indicated that the pre-service teachers' did not acquire a unified system of knowledge about dissolving that could be characterized as abstract, generalizable, and hierarchical. Implications include the need for (1) familiarity with pre-service teachers' prior knowledge about science content; (2) a variety of formative assessments to assess their misconceptions; (3) emphasizing the importance of dialectical method for concept development during instruction; and (4) skillful content instructors.

Implementing a collaborative return-to-work program: Lessons from a qualitative study in a large Canadian healthcare organization.

PubMed

Skivington, Kathryn; Lifshen, Marni; Mustard, Cameron

2016-11-22

Comprehensive workplace return-to-work policies, applied with consistency, can reduce length of time out of work and the risk of long-term disability. This paper reports on the findings from a qualitative study exploring managers' and return-to-work-coordinators' views on the implementation of their organization's new return-to-work program. To provide practical guidance to organizations in designing and implementing return-to-work programs for their employees. Semi-structured qualitative interviews were undertaken with 20 managers and 10 return-to-work co-ordinators to describe participants' perspectives on the progress of program implementation in the first 18 months of adoption. The study was based in a large healthcare organization in Ontario, Canada. Thematic analysis of the data was conducted. We identified tensions evident in the early implementation phase of the organization's return-to-work program. These tensions were attributed to uncertainties concerning roles and responsibilities and to circumstances where objectives or principles appeared to be in conflict. The implementation of a comprehensive and collaborative return-to-work program is a complex challenge. The findings described in this paper may provide helpful guidance for organizations embarking on the development and implementation of a return-to-work program.

Perceived Case Management Needs and Service Preferences of Frequent Emergency Department Users: Lessons Learned in a Large Urban Centre

PubMed Central

Kahan, Deborah; Poremski, Daniel; Wise-Harris, Deborah; Pauly, Daniel; Leszcz, Molyn; Wasylenki, Donald; Stergiopoulos, Vicky

2016-01-01

Objectives This study aimed to explore the service needs and preferences of frequent emergency department users with mental health and addictions concerns who participated in a brief intensive case management intervention. Methods We conducted semi-structured individual interviews with 20 frequent emergency department users with mental health and addictions challenges, 13 service providers involved in the delivery of a brief case management intervention, and a focus group with intervention case managers. Thematic analysis was used to explore perceived service user profiles, service needs and preferences of care. Results Service users experienced complex health and social needs and social isolation, while exhibiting resilience and the desire to contribute. They described multiple instances of stigmatization in interactions with healthcare professionals. Components of the brief intensive case management intervention perceived to be helpful included system navigation, advocacy, intermediation, and practical needs assistance. Frequent service users valued relational responsiveness, a non-judgmental stance, and a recovery orientation in case managers. Conclusion Interventions for frequent service users in mental health may be enhanced by focusing on the engagement of formal and informal social supports, practical needs assistance, system navigation, advocacy and intermediation, and attention to the recovery goals of service users. PMID:28002491

Reflections on the Adaptive Designs Accelerating Promising Trials Into Treatments (ADAPT-IT) Process—Findings from a Qualitative Study

PubMed Central

Guetterman, Timothy C.; Fetters, Michael D.; Legocki, Laurie J.; Mawocha, Samkeliso; Barsan, William G.; Lewis, Roger J.; Berry, Donald A.; Meurer, William J.

2015-01-01

Context The context for this study was the Adaptive Designs Advancing Promising Treatments Into Trials (ADAPT-IT) project, which aimed to incorporate flexible adaptive designs into pivotal clinical trials and to conduct an assessment of the trial development process. Little research provides guidance to academic institutions in planning adaptive trials. Objectives The purpose of this qualitative study was to explore the perspectives and experiences of stakeholders as they reflected back about the interactive ADAPT-IT adaptive design development process, and to understand their perspectives regarding lessons learned about the design of the trials and trial development. Materials and methods We conducted semi-structured interviews with ten key stakeholders and observations of the process. We employed qualitative thematic text data analysis to reduce the data into themes about the ADAPT-IT project and adaptive clinical trials. Results The qualitative analysis revealed four themes: education of the project participants, how the process evolved with participant feedback, procedures that could enhance the development of other trials, and education of the broader research community. Discussion and conclusions While participants became more likely to consider flexible adaptive designs, additional education is needed to both understand the adaptive methodology and articulate it when planning trials. PMID:26622163

Lay Health Trainers Supporting Self-Management amongst Those with Low Heath Literacy and Diabetes: Lessons from a Mixed Methods Pilot, Feasibility Study.

PubMed

Bartlam, Bernadette; Rathod, Trishna; Rowlands, Gillian; Protheroe, Joanne

2016-01-01

This article reports a mixed methods process evaluation of a pilot feasibility randomised controlled trial comparing a Lay Health Trainer (LHT) intervention and usual care for those with poorly controlled Type 2 Diabetes Melitus (T2DM). Set in a deprived area in the UK, this research explores patient and health care practitioner (HCP) views on whether a structured interview between a patient and a Lay Health Trainer (LHT), for the purpose of developing a tailored self-management plan for patients, is acceptable and likely to change health behaviours. In doing so, it considers the implications for a future, randomised controlled trial (RCT). Participants were patients, LHTs delivering the intervention, service managers, and practice nurses recruiting patients to the study. Patients were purposively sampled on their responses to a baseline survey, and semistructured interviews were conducted within an exploratory thematic analysis framework. Findings indicate that the intervention is acceptable to patients and HCPs. However, LHTs found it challenging to work with older patients with long-term and/or complex conditions. In order to address this, given an ageing population and concomitant increases in those with such health needs, LHT training should develop skills working with these populations. The design of any future RCT intervention should take account of this.

Lessons from the Homeless: Civil and Uncivil Interactions with Nurses, Self-Care Behaviors, and Barriers to Care.

PubMed

Woith, Wendy M; Kerber, Cindy; Astroth, Kim S; Jenkins, Sheryl H

2017-07-01

Civility, rooted in social justice, is a fundamental value of nursing. Homeless people are particularly at risk for experiencing uncivil behavior from nurses. The purpose of this study was to explore homeless people's perceptions of their interactions with nurses. In this descriptive, qualitative study, we interviewed 15 homeless adults who described their experiences with nurses. The interview guide, developed by the researchers, consisted of open-ended questions and probes. Transcriptions and field notes were analyzed through thematic analysis. Three major themes emerged: nurses should be civil, self-care behaviors, and barriers to good care. Subthemes included listening, compassion, attentiveness, and judgment as components of civility; where they go for care and who cares for them as self-care behaviors; and lack of money and homeless status as barriers to care. Our findings indicate people who are homeless often perceive nurses to be uncivil and uncaring toward them; furthermore, our participants provide a unique description of healthcare interactions from the perspective of the homeless. These findings can be used as a basis for the development of education interventions for students and practicing nurses to assist them in learning to provide civil and compassionate care for the homeless. © 2016 Wiley Periodicals, Inc.